Split (1)

train

The full dataset viewer is not available (click to read why). Only showing a preview of the rows.

The dataset generation failed

Error code:   DatasetGenerationError
Exception:    ArrowInvalid
Message:      JSON parse error: Missing a closing quotation mark in string. in row 94
Traceback:    Traceback (most recent call last):
                File "/src/services/worker/.venv/lib/python3.9/site-packages/datasets/packaged_modules/json/json.py", line 153, in _generate_tables
                  df = pd.read_json(f, dtype_backend="pyarrow")
                File "/src/services/worker/.venv/lib/python3.9/site-packages/pandas/io/json/_json.py", line 815, in read_json
                  return json_reader.read()
                File "/src/services/worker/.venv/lib/python3.9/site-packages/pandas/io/json/_json.py", line 1025, in read
                  obj = self._get_object_parser(self.data)
                File "/src/services/worker/.venv/lib/python3.9/site-packages/pandas/io/json/_json.py", line 1051, in _get_object_parser
                  obj = FrameParser(json, **kwargs).parse()
                File "/src/services/worker/.venv/lib/python3.9/site-packages/pandas/io/json/_json.py", line 1187, in parse
                  self._parse()
                File "/src/services/worker/.venv/lib/python3.9/site-packages/pandas/io/json/_json.py", line 1403, in _parse
                  ujson_loads(json, precise_float=self.precise_float), dtype=None
              ValueError: Trailing data
              
              During handling of the above exception, another exception occurred:
              
              Traceback (most recent call last):
                File "/src/services/worker/.venv/lib/python3.9/site-packages/datasets/builder.py", line 1997, in _prepare_split_single
                  for _, table in generator:
                File "/src/services/worker/.venv/lib/python3.9/site-packages/datasets/packaged_modules/json/json.py", line 156, in _generate_tables
                  raise e
                File "/src/services/worker/.venv/lib/python3.9/site-packages/datasets/packaged_modules/json/json.py", line 130, in _generate_tables
                  pa_table = paj.read_json(
                File "pyarrow/_json.pyx", line 308, in pyarrow._json.read_json
                File "pyarrow/error.pxi", line 154, in pyarrow.lib.pyarrow_internal_check_status
                File "pyarrow/error.pxi", line 91, in pyarrow.lib.check_status
              pyarrow.lib.ArrowInvalid: JSON parse error: Missing a closing quotation mark in string. in row 94
              
              The above exception was the direct cause of the following exception:
              
              Traceback (most recent call last):
                File "/src/services/worker/src/worker/job_runners/config/parquet_and_info.py", line 1529, in compute_config_parquet_and_info_response
                  parquet_operations = convert_to_parquet(builder)
                File "/src/services/worker/src/worker/job_runners/config/parquet_and_info.py", line 1154, in convert_to_parquet
                  builder.download_and_prepare(
                File "/src/services/worker/.venv/lib/python3.9/site-packages/datasets/builder.py", line 1029, in download_and_prepare
                  self._download_and_prepare(
                File "/src/services/worker/.venv/lib/python3.9/site-packages/datasets/builder.py", line 1124, in _download_and_prepare
                  self._prepare_split(split_generator, **prepare_split_kwargs)
                File "/src/services/worker/.venv/lib/python3.9/site-packages/datasets/builder.py", line 1884, in _prepare_split
                  for job_id, done, content in self._prepare_split_single(
                File "/src/services/worker/.venv/lib/python3.9/site-packages/datasets/builder.py", line 2040, in _prepare_split_single
                  raise DatasetGenerationError("An error occurred while generating the dataset") from e
              datasets.exceptions.DatasetGenerationError: An error occurred while generating the dataset

Need help to make the dataset viewer work? Make sure to review how to configure the dataset viewer, and open a discussion for direct support.

pred_label string	pred_label_prob float64	wiki_prob float64	text string	source string
__label__wiki	0.691964	0.691964	Tucker – What’s Wrong With the FBI?, 1874 ‘Unexpected’ source of radioactivity from Fukushim... Mysterious spike in radioactive particles across E... George Soros Trying to Create “Mixed Europe” by Fu... Las Vegas Shooting Aftermath Image Mysterious spike in radioactive particles across Europe baffles scientists Published time: 10 Oct, 2017 14:56 Edited time: 11 Oct, 2017 12:07 Germany’s Office for Radiation Protection reported increased radioactivity in parts of central and western Europe over the past week. The heightened levels were detected at several trace measuring stations in Europe, and at six locations in Germany. The particles are ruthenium-106, an isotope used in radiotherapy for eye tumors, and at times in radioisotope thermoelectric generators (RTGs) which provide power to satellites. An increase of ruthenium-106 has been detected in the air in Austria, France, Germany, Italy and Switzerland. While officials say there is no need to panic, they don’t know where the material has come from. The elevated radiation levels do not present a threat to human health. “New analyses of the source of the radioactive material are likely to indicate a release in the southern Ural,” the Office for Radiation Protection said, “but other regions in Southern Russia can not be excluded.” It said that because only ruthenium-106 has been detected, a nuclear power plant accident can be ruled out. The Russian state atomic energy corporation Rosatom, however, rejected the report, saying that “the radiation situation around all Russian nuclear facilities is within the norm and corresponds to natural background radiation.” The Wednesday statement also noted the data of Roshydromet ,Russia’s meteorology service, indicated that ruthenium-106 hasn’t been detected on Russian territory, only excluding St. Petersburg, from September 25 to October 7. However, the ruthenium-106 concentration in St. Petersburg last week was “insignificant,” and was four times lower than the allowed level, it added. Russian nuclear facilities cannot be seen as the source of the reported release, Rosatom said, calling the speculation about a Russian origin “invalid.” Similar spikes in radioactive particles have occurred across Europe in the past, but they are rare. In February, trace amounts of radioactive iodine-131 were detected across parts of Europe. The iodine faded, and the source of the radioactivity wasn’t identified, Motherboard reports. France’s IRSN institute announced the trace amounts were detected over Norway, Finland, Poland, Germany, Czech Republic, France and Spain. Read more on RT Labels: Austria, Europe, France, Germany, Italy, news October 2017, nuclear power plant, radiation, satellites, Switzerland	cc/2020-05/en_head_0037.json.gz/line0
__label__wiki	0.531223	0.531223	LÉVY GORVY TO OPEN HONG KONG GALLERY IN MARCH 2019 Hong Kong…Dominique Lévy and Brett Gorvy, founders of Lévy Gorvy, announced today that the gallery will open a new space in Central, Hong Kong in March 2019. Located on the ground floor of the historic St. George’s Building, the new 2,500 square foot space will be inaugurated in conjunction with the seventh annual Art Basel Hong Kong fair. Under the leadership of Danqing Li, Senior Director, Asia, Lévy Gorvy Hong Kong further extends the gallery’s long-term commitment to the Asian art market and to offering highly specialized bespoke services around the globe. At the new space, Lévy Gorvy will present curated exhibitions devoted to modern, postwar, and contemporary art, and provide private consulting to clients, deepening existing relationships and developing new ones across the region. Lévy Gorvy works with leading Asian artists and estates, including Zao Wou-ki, Seung-taek Lee, Tsuyoshi Maekawa, and Chung Sang-Hwa. The gallery’s connection to the region began with its participation in the first Art Basel Hong Kong fair in 2013, with a stand focusing on Andy Warhol’s Dollar Sign paintings. Returning to the fair every year since, Lévy Gorvy had its most notable moment earlier in 2018 with the highest recorded sale of Willem de Kooning’s painting Untitled XII (1975). Hong Kong will serve as the third pillar of Lévy Gorvy’s business, equal in stature and focus to its spaces in the art capitals of New York and London, each of which is located in a landmark building. Designed by architect Bill Katz, the new St. George’s Building space will feature distinctive 4 meter (13 foot) ceilings and include private viewing rooms, a library, a research center for the gallery’s advisory services, offices, and exceptional space for curated public exhibitions. First built in 1904, the St. George’s Building has served as home to many notable Hong Kong and international businesses over the past century. The current 275-foot tall St. George’s Building was unveiled in 1969, located at the junction of Connaught Road Central and Ice House Street, in the heart of the Central Business District. Formerly home to Graff Diamonds, the building retains the distinct character and distinguished management standards that the Kadoorie Family established from the outset of their acquisition of the site in 1969. Brett Gorvy, Lévy Gorvy co-founder commented: “Over the last twenty years, members of our team have developed strong relationships with collectors and institutions throughout Asia, and have brought these connections to the culture of our gallery. The opening of our Asia headquarters with this unique Hong Kong space further formalizes our commitment to this incredibly important region. It is a constantly expanding and growing market of very sophisticated collectors who enjoy engagement with a gallery that is both international and at the same time very focused on the needs and perspectives of an Asian clientele. Our location in Hong Kong, Central allows us to deepen these relationships, showcase masterworks optimally, and provide bespoke services to a whole range of collectors in this dynamic center.” Danqing Li, Lévy Gorvy Senior Director, added: “Since opening our Shanghai office in 2017, Lévy Gorvy has experienced significant business growth in Asia and we are thrilled to have found our home in the vibrant and historic center of Hong Kong. This beautiful site will provide a physical platform to better serve our clients and to create exciting programs for our international audience. We hope to bring the signature Lévy Gorvy experience of taste and quality, as well as provide flexible solutions for the rapidly changing needs of our clients.“ Lévy Gorvy has also announced the addition of Serena Chien to its team in Asia as a business representative in Taiwan, dedicated to sales, client development, and advisory services. Chien previously worked at Sotheby’s and Whitestone Gallery, both in Taipei. Reporting to Danqing Li, and along with Bona Yoo working with clients in Korea, Chien’s position in Taiwan reinforces Lévy Gorvy’s commitment and service to the entirety of Asia. About Lévy Gorvy Lévy Gorvy’s program devoted to innovation and connoisseurship in the fields of modern, postwar, and contemporary art. Founded by Dominique Lévy and Brett Gorvy, Lévy Gorvy maintains gallery spaces at 909 Madison Avenue in New York; in Mayfair, London; and in Central, Hong Kong. The gallery fosters continued dedication to the living artists and artists’ estates it represents and pursues a robust program of exhibitions and multidisciplinary events. Lévy Gorvy also produces ongoing art historical research and original scholarship, publishing exhibition catalogues, monographs, and other key publications. www.levygorvy.com Michael Craig-Martin’s Exhibition at Windsor, Florida Richard Saltoun Gallery announces 12-month programme to support female artists	cc/2020-05/en_head_0037.json.gz/line8
__label__cc	0.736074	0.263926	Creative SoundBlaster MP3+ external sound device I needed something a little better than my onboard sound, and my SoundBlaster Live! died last fall. A friend gave me this neat little unit, which retails for about $40. It’s about 2.5 by 4.5 inches, with a 1-inch thickness and very little weight. On it, Creative has packed quite a bit of ports. There are two sets of gold-plated RCA plugs, one each for line in and line out. Gold plating doesn’t make any difference at all, but it looks cool and the device is reasonably priced, so I won’t complain about them. The unit also has optical input and output ports. The opposite (front) edge contains three very useful components: a microphone jack, a headphone jack, and a volume knob for the headphones. This is great! Finally, I can have a useful headphone port – it cuts out the speakers when I plug in headphones – without buying the overpriced LiveDrive or its various clones for the Audigy cards. The sound quality, as I expected, is excellent. Because it’s external, and only connects to the computer through USB, the analogue components sit far from the electromagnetic noise inside the case. This reduces background hissing, making everything sound better. It can also drive my big headphones to a pretty loud volume, an impressive feat considering its only power source is the small voltage from the USB cable. Unfortunately, it’s only two-channel (stereo), but I don’t need surround sound at the moment. Creative’s EAX Advanced HD reverb effects are supported, but I can’t tell any difference between this and the original EAX effects with the Live! card. It also supports real-time hiss and pop reduction, as well as time stretching, but these only work if you’re playing your music with Creative’s awful program. I refuse to install it, so I didn’t test these features. The worst feature of the SoundBlaster MP3+ is its status light. On the top panel, there’s a little blue LED that stays solidly on when the unit is connected, but blinks when sound is playing. It’s very annoying to see a blinking LED constantly, especially in a dark room. This annoyance, fortunately, can be eliminated with some black tape. I was afraid of Creative’s drivers, because the Live! drivers were painfully bloated and obnoxious. The MP3+ drivers were a pleasant surprise – while they offered the ability to be bloated and obnoxious, you could easily uncheck it in the menu. The problem with this is that it’s a niche device. Most people are fine with their onboard sound, and high-end audio fans buy $100 surround sound cards like the M-Audio Revolution 7.1. It’s pitched at laptop users, and I can see a definite market there. For me, it’s great to have external analogue circuits and a working headphone jack right on my desk. The sound quality for such a cheap, simple device is amazing. It also feels solidly built. The hardware is excellent, with the exception of that stupid blinking LED. The software is only mediocre. I wish I could use the hiss reduction with Winamp. I don’t think it’s worth $40, but that’s not too outrageous. I’d pay $30 for it. It’s excellent for what it does. I’m very happy with it. Unfortunately, it will always be a niche item.	cc/2020-05/en_head_0037.json.gz/line9
__label__cc	0.577539	0.422461	Chapter One: Because I Was Born Muslim He it is Who shapes you in the wombs as He wills. There is no deity save Him, the Almighty, the Truly Wise.” Qur’an 3:6 “When forty-two nights have passed over the drop, God sends an angel to it, who shapes it and makes it ears, eyes, skin, flesh and bones. Then he says, ‘O Lord, is it male or female?’ And your Lord decides what he wishes.” Hadith (Saying) attributed to the Prophet Muhammad, from the Hadith collection of Salih Muslim In the late thirteenth century, the descendants of the Mongolian warrior Genghis Khan traveled just off the Silk Route from their Central Asian home to an area in what is now called Afghanistan. The grass was long and high. Tigers and lions roamed freely then. The Mongolians wore long, parka-like coats with fur collars and cuffs to stay warm in the winters. They had fair skin but dark hair and Oriental-looking eyes that were narrow and smooth. They were Muslims who had invaded. They were the Khans. Their people would live in the shadow of the Himalayas for centuries. Hundreds of years later, in 1970, Seeme Khan, who belonged to the family branch that had moved to India and then Pakistan, married a man from a different ancestry – the Aryan tribe of India, descended from migratory Europeans – who took her to America, where she gave birth to me in Chicago. I was born a Muslim and on the small of my baby back was the blue blemish all Mongolian babies are born with and which eventually fades away in infancy. Called the Mongolian spot, it is found among direct descendants of Genghis Khan. My mother wanted to name me Scheherazade after the narrator-character of The Arabian Nights. My grandmother wanted to name me Asma (ahh-si-muh), after her sister who died young and whom she never knew. My mother found the choice a little macabre and said, “We’ll let her father decide.” When my father came to visit me at the hospital the day after I was born, he said, “I love my mother-in-law so much, she can have whatever she wants.” So my father, much to my mother’s shock, named me after her late aunt. “Asma” means “high” or “exalted” in Arabic. “Asma” is derived from the Arabic and Persian word “asmaan,” which means sky. Although my dad is a doctor, he didn’t realize that people would forever be calling me “Asthma” – just like the bronchial tube breathing disease. Throughout my school days and until only recently, boys would mockingly breathe heavily in front of me, simulating an asthma attack, each one thinking he was being quite original. The latest assault on my name comes courtesy of Microsoft Word’s AutoCorrect feature, which automatically corrects my name, ASMA, to ASTHMA. Once a law school professor of mine wrote an e-mail to me reading, “Dear Asthma, I know your name is Asthma and not Asthma, but my Microsoft Outlook e-mail is automatically changing Asthma to Asthma. Sorry!” Asma Saves Islam My aunt Asma had been named after one of Islam’s bravest women: Asma bint Abu Bakr (which roughly translates as “Asma born of Abu Bakr”). Abu Bakr was one of the Prophet Muhammad’s closest advisors and led the Muslim community after the Prophet’s death. Asma was one of the first converts to Islam. In 622 C.E., Muhammad found news of an assassination plot against him. His fellow Meccans, fed up with his talk of this new and just religion, were going to finish him off before he could gain more converts. Unlike the rest of the early Muslim community, Asma had not yet escaped Mecca for Medina. The Muslim community had been invited to re-settle there by the locals in exchange for Muhammad’s services as a negotiator between Medina’s factions. Now, Muhammad was going to make the journey to Medina, not just to re-settle but to flee from the attempts on his life. In the dark, desert night, and with his nephew Ali sleeping in his bed, Muhammad sneaked out of Mecca, en route to Medina. Abu Bakr accompanied him. They took no provisions. Just in case someone did recognize them in the dark, they didn’t want them to realize that Muhammad was in the midst of an escape. They knew they would be camping out in the Arabian Desert for a few days to let the murder plot unravel. They hid in a cave with a small opening. The next day, Asma set out for the cave, a spot that had been chosen beforehand. She had bags of food and water hidden on her body that she was going to sneak to her father and Muhammad. She had to be extremely careful. Everyone was looking for Muhammad now as the deception of Ali sleeping in his bed was revealed. A bounty was put on Muhammad’s head: anyone bringing him to the ruling elite of Mecca dead or alive would be handsomely rewarded. But Muhammad might have ended up dying of starvation and thirst first. He would dry up in the desert cave before any bounty hunter could find him. Asma made sure he did not. For several days, she brought them food surreptitiously, and not one of the ruthless Meccans found Muhammad. She was pregnant at the time too and soon herself escaped to Medina where she gave birth to her son Abdullah just outside the city limits. The early Muslims considered Abdullah’s birth a blessing. He was the first Muslim to be born to the now free Medina Muslim community. Asma had lived up to the meaning of her name: sky. Like the sky, she sheltered Muhammad and her father, securing Islam’s growth and success for the next twelve years, when her father’s leadership of the community ended with his death in 634 C.E. Asma Reads When I was a baby, my grandmother told me the story of Asma bint Abu Bakr and her own sister Asma. She spoke to me in Urdu, the language of her home country, Pakistan, while I dozed in and out of naps as a baby does. As a child, my parents spoke to me in the tongue of their youth: British-Pakistani English. But when they wanted to tell each other secrets, they spoke in Urdu, not realizing that I had already dreamt in that language as a baby. I grew up in Pueblo, Colorado, where the locals spoke to me in Spanish, though I knew hardly a word. When my mom talked to her siblings on the phone, she sometimes spoke in Punjabi, a secondary language of Pakistan. I spoke American English, the language taught in school. With all these languages in my head, I guess I could not keep them straight. In first grade, my teacher told my mother that I was “retarded.” My mental disability, she said, meant I would never learn to read or write English without special help. I sat quietly, watching my teacher tell my mother that I was retarded. I had a disease, my first-grade self thought. I accepted it. I knew that all the other kids in the class knew the alphabet better than me. It took a lot longer for them to say it than for me: A B C K L V Z was my alphabet roughly. My mother was defiant at my diagnosis. She said to the teacher: “My daughter can read. You just don’t know how to teach her.” That day, before we had dinner, my mom called me downstairs to the playroom in our basement. “Sit down here,” she pointed to a spot next to her on the couch. She had a book of the alphabet in her lap. I began learning British English from my mother, every day, after school for an infinitely long hour. English had, until then, been a haze to me, a blur of black and white letters and pages, out of focus and flashing by me. “Make the sounds,” my mother would tell me. “C sounds like cuh, cuh.” “Cuh,” I said breathily one afternoon. “Ah-tuh. Cuh-ah-tuh.” Recognition shook my entire, little body. I knew what this was! “CAT!” I squealed proudly. The blur of the letters had started to come into focus just a little bit. I was so excited. “That’s right,” said my mom. When the Prophet Muhammad received the first Qur’anic revelation, he had been meditating alone in a cave, as was common in that time. He was a religious man without a religion. He had heard of Christians and Jews and wondered why his people did not have a movement like those. Out of nowhere, an apparition appeared before him – it was not a person but it looked like one. The apparition squeezed him, hard. Muhammad felt like he couldn’t breathe. “READ!” the apparition commanded him. It was the angel Gabriel. The Arabic term for “read” is “Iqra.” Muhammad, now practically suffocating, knew very well he couldn’t read. He was illiterate. Having been born an orphan into a poor family, he was not educated. “I can’t!” he must have thought, pleadingly. The angel insisted again, “READ!” IQRA! Muhammad wasn’t sure if he was going mad or not, but he felt the angel right there in front of him, squeezing the life out of him. “READ in the name of thy Lord who created you,” Gabriel insisted. Caught in this furious embrace, he felt the words rise up out of him. Something had taken hold of him, and the angel’s grip kept him from fighting it. His mouth began moving with the most amazing words: “Oh, the sudden calamity! How awesome the sudden calamity! And what could make thee conceive what that sudden calamity will be? [It will occur] on the Day when men will be like moths swarming in confusion, and the mountains will be like fluffy tufts of wool . . . (Qur’an 101:1-5). Muhammad received the first revelation of the Qur’an. Islam was born. It would change the life of Muhammad, his wife Khadijah, and, eventually the lives of over a billion people, including me. Muhammad, despite receiving revelations till his death twenty-two years later, never learned to read. Reading was a luxury in pre-Islamic Arabia. In fact, most of the Islamic world, even today, is illiterate. The Qur’an that Gabriel exhorted Muhammad to READ cannot be read by most of the world’s Muslims, unfortunately. I would not have this problem. I was lucky enough to be born to a mother who could read and who taught me British English. The homework my mother sent me off to school with would read: “colour” instead of “color,” “theatre” instead of “theater.” I would return home with the homework, which my teacher had marked as incorrect with these spellings. “No wonder she thought you couldn’t read,” my mother said. “She can’t even spell!” By the end of the year, I was the strongest reader in my class – in any kind of English. Not bad for a “retarded” Mongolian. Growing Up Muslim in Pueblo I grew up in a dusty, mini-metropolis about 100 miles south of Denver: Pueblo, Colorado. Our house was a Mediterranean style stucco with a red-tile roof. We were the sole Muslim and Pakistani family for years and, even with a few additions, the Muslim and Pakistani population was never high. Pueblo was the gateway to the Southern Colorado community and the Southwest. It had a large Latino and Chicano population, of which I became an honorary member because of my dark hair, eyes, and complexion. Native Spanish speakers would solicit me in conversation. “Como esta?” an older Latino man would say to my sister and me while we waited for my mom to pay for her groceries. “Oh, we don’t speak Spanish,” my sister would say authoritatively, taking her role as the older sister very seriously. “Bah, you kids don’t care about your culture no more,” the man would gruff and then stomp out of the store. Spanish speakers would become very irate when we wouldn’t respond “en Espanol.” But, as we would later tell mom at home, we weren’t Latino. “Yes, you are!” My mother replied. “Mom, how can we be?” My sister asserted the way that an eleven-year-old girl does with her mother. “Your ancestors were the Moors,” my mom said, “who conquered Spain.” “But mom, I thought we were Mongolian,” I whined, confused. “Your mother claims to be related to everyone!” My father’s phantom voice piped in from the background. About the time my sister had to learn a second language at school, my father laid the down the law. Our school offered German or Spanish, but, according to my father, we needed to learn to speak Spanish. “German is useless in America,” my father said. “Everyone here speaks Spanish,” my father continued. “I’m too old to learn, but you all will,” He commanded. “I want to see straight A’s on your report card in Spanish and everything else!” I quietly nodded, hoping dad would forget about his straight A’s edict. Except for English, my highest grades were B’s. I wanted to learn Spanish, but I couldn’t guarantee I could do as well as he wanted me to. Maybe I could remind him, when my report card came, what my first grade teacher said. I didn’t know why my father felt so strongly. At the time I didn’t realize that he had scores of only Spanish-speaking patients, who would go on and on in Spanish about their “dolor” (which is Spanish for “pain”) and point to their lower back, then their head. They would talk for what seemed like minutes, pointing to other body parts, but their translators would turn to my dad and say only: “His back hurts.” “What do you mean ‘his back hurts’? What did he just talk about for ten minutes?” “I told you. His back hurts.” Frustrated, my dad willed that his own children would not experience this same frustration. “If everyone here speaks Spanish, you should too!” he told us. For most of my Spanish classes, we spoke only in Spanish. My ears soon began to adapt to the sound of Spanish, much as they had to Urdu. In high school, I began dreaming in Spanish. I would close my eyes and see pages of Spanish words in front of me in black and white, just flashing before my eyes, sharp and clear. My mom was right. My DNA already knew Spanish. My ancestors did include the great Muslim warrior Tariq Ibn Ziyad, who liberated Spain from the Visigoths and brought about 300 years of a peaceful, multi-faith reign. Fitra: To Be Born Muslim I was born a Muslim. When you are born Muslim, you are born with the history of Islam behind you. The birth of each Muslim continues the epics of Islamic history. My Islamic ancestors were great scholars, conquerors, and philosophers. They invented Algebra and modern navigation. They fought the Crusades, and they brought peace to Arabia, Spain, and India. Islam is more than a religion. Islam has been one of the world’s greatest and most successful movements ever. The famous Pakistani poet, Iqbal, wrote of the cycle of Islamic history that “Islam is re-born after every Karbala.” Referencing the Karbala massacre, where Muslim factions fought each other, killing the Prophet’s grandson Husain in the process, Iqbal reminds us that the story of Islam is one of both disappointments and triumphs. The poem continues by saying that for every time, for every group of Muslims, they must face their own version of a Karbala before they can move into the next phase. Just like the Moorish Muslims spoke Spanish in Cordoba, this South Asian Muslim girl spoke Spanish in Pueblo. Islam teaches that we are all born Muslim, actually, a concept called fitra. Then, over time, we lose touch with the religion of our birth. Many are assimilated into another religious tradition, either because the family the child is born into is not Muslim or the child’s surroundings and environment don’t facilitate spiritual growth. Fitra should not be misunderstood though. When Islam says that we are all born Muslim, Islam is saying that we are born wanting to submit to God’s will, that we are all born innocent and able to recognize right from wrong. The word “Muslim” means a person who follows Islam. “Islam” means submission. The implied object of this submission is God. A Muslim is one who submits to God and God alone. Fitra is the idea that we are born ready and able to submit, inherently capable of doing right instead of wrong: “And so, set thy face steadfastly towards the one ever-true faith, turning away from all that is false, in accordance with the natural disposition [fitra in Arabic] which God has instilled into man: [for,] not to allow any changes to corrupt what God has thus created – this is the [purpose of the one] ever-true faith; but most people know it not” (30:30). Muslims believe that God, as the Creator, created all humans and that he meant for us to be diverse. Our diversity is also a part of our collective fitra. As a Muslim, I am part of a world community of over a billion people. The Qur’an says: “And among His wonders is the creation of the heavens and the earth, and the diversity of your tongues and your colors: for in this, behold, there are messages indeed for all who are possessed of knowledge” (30:22). A Muslim meets other Muslims almost daily. A baggage handler at Denver International Airport my mother recently met told her about his escape from Ethiopia. Like Muhammad and Abu Bakr, he had escaped Ethiopia in the middle of the night, fleeing to a refugee camp. Once he received refugee status, he was granted asylum in the United States. When they met and realized the other was Muslim, they gave each other the Islamic greeting that all Muslims are taught, from when they can first talk, to give each other. Even Busta Rhymes – the hip hop artist known for his animated presence – returned my Islamic greeting when I saw him once at a hotel. “Assalamulaykum,” is the greeting Muslims give to each other: “Peace be with you.” “Walaykumasalaam” is the response: “And also with you.” From Busta to the DIA baggage handler, the fitra manifests itself. When I meet another Muslim I automatically know I am meeting someone who understands my heritage, who believes in one God. This recognition between Muslims is part of the fitra of all Muslims. We are over a billion brothers and sisters, living all over the world and yet sharing core beliefs. At any moment, somewhere in the world, a Muslim is performing one of the five, daily, Islamic prayers. A Muslim takes pride and comfort from this unity and acknowledges it with our special greeting when we see each other. We understand each other at a level so intimate it could almost be subconscious. This connection is spiritually powerful. The Fitra of Adam and Eve When God made Adam and Eve (called Hawaa in Islamic tradition), he made them independently of each other. He made them because he wanted one of His creations to represent him, to exemplify the knowledge he had but that his other creations – the angels and animals – lacked. When they both used their curiosity to eat the fruit of the forbidden tree, God had to punish them. He expelled them from Eden to Earth where according to Islamic legend they were separated from each other. Although God forgave them, He wanted them, in Islam, to find each other first. For years, according to the legend (which is described in Kanan Makiya’s lyrical novel The Rock), Adam and Eve wandered Earth alone. They were constantly moving and searching but not knowing what they would find or even what they were looking for. Their memories of Eden were distant. When they finally ran into each other at Mount Arafat in today’s Mecca, the recognition was immediate. Remembering their idyllic past, Adam must have asked, “Is that you?” “Who else could I be?” Eve might have said in response. It was fitra for them to recognize each other – they were predisposed to being the other’s mate. God had made them that way. It is fitra for me to be a Muslim. When Adam first laid his eyes on Eve, his connection to her was intuitive. For Muslims, the connection to God is intuitive – like when Muhammad finally began to read as Gabriel squeezed the breath out of him or when I first realized I could read the word CAT. I was born to be Muslim and made by God to be a Muslim. The Asma al Husna Every day in grade school at John Neumann Catholic School, when my classmates would have religion class, I would go to the principal’s office. Between his office and the large administrative office was a small room, almost like a hallway, where students would sit when they were in trouble and waiting to see the principal. (Or, in my case, when you were excused from a class.) The room had a few wooden desks, the kind where the writing area comes out from the side like the desk has an arm. They were hard, and different students had chiseled their name or a phrase into their dark-brown wood. “I WAS HERE,” one marking said. So was Jesus. A small likeness of him hung above the doorway on a small crucifix. I would drag my fingers along the grooves of the desk face, feeling the gaps and indents where students had marked their territory. I was sent here to read books on Islam my mother had bought in Pakistan. My mother had struck a deal with the school: Asma did not have to attend the religion class as long as she studied her own religion. Although, by that time, the nuns had made sure I knew all the Catholic prayers. I liked “The Apostle’s Creed” the best. It had a lyrical quality: “I believe in God, the Father almighty . . . I believe in Jesus Christ . . . He suffered under Pontius Pilate, Was crucified, died, and was buried . . . He will come again to judge the living and the dead.” Once, the principal was en route to his own office. Walking through the little room, he caught me reading an Archie comic book. He had long-ish, brown hair and a beard, and I always thought he purposely tried to look like Jesus with his beard and hair. He even told us once he had played Jesus in a church event enacting the Stations of the Cross. He picked up the Islam book I had brought with me but was ignoring. He opened it to the bookmark and set it on the desk in front of me. Holding the book open with his hand, he stood in front of my seated self. “READ,” he commanded. He then marched off into his office. He was normally a very gentle person. This was the most aggressive I had ever seen him. I looked at the page he had opened to. It was headed “The Asma al Husna.” What was this, I said to myself. Is this my name? I had never seen it in print before! I was so excited. My name was here on the page in front of me: A S M A. I immediately started reading. God is described in the Qur’an as having many attributes, like mercy and power. God has several names – each one describing one of these attributes – 99 names in all. The concept of the Asma al Husna is that God is present everywhere and in all ways. The Asma al Husna is a way for us, as Muslims, to acknowledge this belief. Some Muslims recite the various names using prayer beads throughout the day. It’s not uncommon to see a Muslim sitting off in the corner, holding a chain of beads and fingering them one by one, quietly saying each name to himself or herself. The Qur’an says, “The most beautiful names belong to God: so call on him by them” (7:180). One of the names is Al Khaliq, The Creator, for God created us. He created us as Muslims. The Asma al Husna is called so because “Asma” means high or elevated. These 99 names are the names of the God, who is the most high and most elevated of all: the Asma al Husna. I was so thrilled at this find. My name – which had been the source of jokes mainly until now – really stood for something neat, something very special. I told my Aunt Tofi about the Asma al Husna that weekend when we visited her in Aurora, a suburb of Denver, where she lived. I told her like she had never heard of it before, which, of course, she had. “Can you believe, all those names, are called Asma?” I asked exuberantly. “Well, that’s a better title than ‘Asma the Great,'” she said, referencing the nickname I had made up for myself. (I had been learning about Alexander the Great in school when I came up with it. I figured if Alexander had the title, why couldn’t I?) “Oh yeah,” I said. “Well, I don’t think I’ll change it,” I laughed. “Asma al Husna is for God!” I chided her. Years later, my aunt Shazi told her husband, my uncle Imran, “I want to name our baby Sara, after Abraham’s wife.” “Okay,” my uncle said in his accommodating way. “Why Sara?” everyone asked my aunt. We were Muslims, and why wouldn’t her child have an Arabic name like the rest of us? “The name Sara is a part of Islamic tradition,” Shazi told me when I saw her after the baby’s birth. “And, I don’t want Sara to have all the problems you have had with your name.” I suddenly regretted all the complaints I had made about my name, how no one pronounces it right, how everyone makes fun of it, how awkward it is spelling it all the time. Even though Sara is as much an Islamic name as Asma, I felt bad that I had made the name “Asma” seem like such a burden. It is a burden, but it is also a blessing. It is who I am. I would never change it. “Well, good. She won’t be harassed all the time like Asma was,” my sister Aliya blurted out, joining our conversation. I looked at the baby – she had fair, almost pink skin, and a wealth of black hair sprouting from her head. With a few exceptions all the babies in our family tend to look identical at that age; they’re always large and healthy with the Mongolian spot. The few exceptions, like me, are born premature and small as a result. I forgot to ask Shazi if Sara had the blue blemish on the small of her back like Aliya and I did. “She has eyes like my sister’s,” my grandmother said. Her sister, Pino, is Shazi’s mother. But Shazi did not inherit Pino’s special eyes. Sara and her maternal grandmother have what my family calls the “Mongolian eyes,” with narrow eyelids and a smooth space under each eyebrow. The eyes are another vestige of the long line of Islamic people we come from – another aspect that ties us to a history, a tradition, a global community, and a way of life. I am a Muslim for many reasons, but one of them is that I was born Muslim. I can’t imagine being anything else.	cc/2020-05/en_head_0037.json.gz/line11
__label__wiki	0.560988	0.560988	Atlantic Athletic Club AGM and Club Constitution Club Incentive Programme Beginners and Social Runs Like AAC on Facebook Follow AAC on Twitter Kit and licences Still want to join AAC? Come on down! We have also had a resupply of vests and t-shirts so if you need something come on through to the club this Thursday 9 May at 17:30 - 18:00. AAC was started in Cape Town, South Africa in December 1979 and currently has a membership of 450 runners. The Club is based at Hamiltons Rugby Club in Green Point, ideally situated for residents of the City Bowl and Atlantic Seaboard, as well as for runners who work in town and prefer an afternoon or evening run to avoid the traffic. Our members are from all over Cape Town and the club has seen significant growth over the past few years. The club encourages members to explore Cape Town and its stunning surrounds through the many varied club runs, both during the week and on weekends. Anyone is welcome to join the club and or join us on our weekly runs. At most major races, our gazebo is a vibrant gathering point for a drink, snack and chat after the run. © 2016 Atlantic Athletic Club Proud organisers of the OUTSURANCE KFM GUN RUN. Come and find us	cc/2020-05/en_head_0037.json.gz/line14
__label__wiki	0.661993	0.661993	Rudolstadtfestival 2017 on Arte: Amy Macdonald \| Toots & The Maytals Amy Macdonald: Sunday, August 12th, 11:45 p.m., Arte Gold and platinum for millions of CDs sold as well as sold-out concert halls do not alter Amy Macdonald’s fundamental attitude: “I just want people to be happy when they hear my songs.” She was more than successful at doing that at the opening of the Rudolstadt Festival 2017 – 18,000 spectators were completely bowled over. Toots & The Maytals: Sunday, August 19th, 11:50 p.m., Arte The Jamaican vocal trio Toots & The Maytals has beein in the reggae business for over 40 years, holding the record with 31 No. 1 singles in Jamaica. Frederick “Toots” Hibbert is a living legend. It was he who invented the term “Reggae”. “Toots & The Maytals” gave a concert at last year’s Rudolstadtfestival which will be broadcast on Arte. The Rudostadtfestival is the world’s biggest roots, folk, and world music festival. New DVD/Blu-ray: Lehár’s “Das Land des Lächelns” featuring Piotr Beczala Accentus Music’s new release, Franz Lehár’s operetta “Das Land des Lächelns” featuring Piotr Beczala and Julia Kleiter in the leading roles, is now available. The operetta was recorded at the Zurich Opera House in June 2017. For more information about the DVD/Blu-ray, click here. New documentary in production: “Of Vineyards and Shoeboxes” (WT) Several major concert halls have opened their doors over the past few months, thereby making the public aware of an almost unknown guild: that of the acoustician. Without their precise calculations, architects would be lost, and prestigious buildings such as the Elbphilharmonie in Hamburg or the Walt Disney Concert Hall in Los Angeles would be doomed to sink into oblivion. For the documentary “Of Vineyards and Shoeboxes” (WT), director Günter Atteln and his team just accompanied the acoustician Yasuhisa Toyota to Moscow, visiting the construction of the new philharmonic hall in Zaryadye park together with Valery Gergiev. Situated in the heart of Moscow next to the Red Square, the hall will accommodate 1.500 spectators. The shooting will continue until autumn. Klassik Airleben 2018 – Andris Nelsons conducts Gershwin and soundtracks by John Williams Friday, June 29th, and Saturday, June 30th, 8 p.m., Rosental Leipzig Accentus Music will provide the live video signal for “Klassik airleben” at Leipzig’s Rosental meadow. The two open air concerts will be performed by the Gewandhausorchester before the summer break. Accentus provides the live signal for the video screens that are installed around the meadow so that all of the expected 30.000 concert goers can see the artists at work. Andris Nelsons will be conducting excerpts of soundtracks by John Williams (Harry Potter, Indiana Jones, Star Wars, E.T.) and George Gershwin’s Piano Concerto with Jean-Ives Thibaudet as the soloist. Both concerts will be free to the public. Click on this link for more information. Werther DVD is “Opera Choice” of BBC Music Magazine in July The BBC Music Magazine has awarded the Werther DVD by Accentus Music, which features Juan Diego Flórez in the lead role, as “Opera Choice” of the month in its July issue. Reviewer Christopher Cook writes: Director Tatjana Gürbaca and designer Klaus Grünberg have transformed Massenet’s Masterpiece into a compelling drama that glues you to the edge of your seat from start to finish. [..] Juan Diego Flórez gives the performance of his career as a hero who knows that death is where passion is fulfilled. Anna Stéphany’s Charlotte, by turns terrified, tender and tearful, is with him all the way. For more information about the production, click here. “Opera for all” in Zurich with Franz Lehár’s “Das Land des Lächelns” Saturday, June 16th, 8 p.m., Sechseläutenplatz in Zurich Accentus Music is delivering the live video signal of Franz Lehár’s “Das Land des Lächelns” on Saturday, June 16th, at 8 p.m., as part of the “Opera for all” event by the Zurich Opera House. The performance of the operetta, which features Piotr Beczala in the leading role, will take place in the Zurich Opera House and will be streamed simultaneously open-air at the Sechseläutenplatz in Zurich. For more information about “Opera for all” follow this link. For more information about the production “Das Land des Lächelns”, which will soon be released on DVD, click here. Werther-DVD receives “Choc de Classica” Accentus Music’s Werther-DVD featuring Juan Diego Flórez in the leading role at the Zurich Opera House has been awarded with the “Choc” award by the French music magazine “Classica” in its June issue. The reviewer, Pierre Flinois, writes (excerpt): An overwhelming interpretation by Juan Diego Flórez under the impetuous musical direction of Cornelius Meister: Massenet wins everything for his voyage. [..] The staging transcends the protagonists, in stark contrast to the beautiful box of light wood created by Klaus Grünberg, whose doors and hatches open to reveal a starry sky. Magic. New documentary about Charles Ives – Filming completed Posted on June 6th, 2018 The filming of our new documentary “The Unanswered Ives” (WT), directed by Anne-Kathrin Peitz, is now completed. Ives is regarded today as the first composer of the modern age in America. The documentary will shed light on Charles Ives’ life and work in all its facets and inconsistencies. “The Unanswered Ives” explores the musical world according to Ives by scenes filmed in Germany and the USA, with performances, among others, in a church, a circus, an old theater and a limestone cave. Furthermore, musicologists, musicians as well as Ives grandson, Charles Tyler, give their own answers to the question which has hardly yet been answered today: who was Charles Ives? Here are some impressions: Gramophone Editor’s Choice: Mahler 1-DVD with Riccardo Chailly Accentus Music’s new release of Gustav Mahler’s Symphony No. 1 performed by the Gewandhausorchester Leipzig under the baton of Riccardo Chailly is Gramophone Editor’s Choice. Peter Quantrill writes in the June issue of the Gramophone magazine: “Multi-miked sound matches picture, taking you right inside Mahler’s orchestration”. Read the full review here. For more information about the DVD/Blu-ray, click here. Werther-DVD receives the Diapason D’Or Arte Accentus Music’s Werther-DVD with Juan Diego Flórez in the leading role at the Zurich Opera House has been awarded with the Diapason D’Or Arte. Emmanuel Dupuy, editor-in-chief of Diapason magazine, writes (excerpt): In Zurich, Tatjana Gürbaca offers a more personal reading, perhaps with a superior suggestive force. It takes place in the beautiful scenery designed by Klaus Grünberg; wooden boxes aligned to the vanishing point, pierced with multiple openings making the characters appear where we do not expect them. The costumes situate the action in the cramped society of the 1950s; something hitchcockian oozes from its dreamy closets, its ominous shadows, its skewed looks and from a very physical acting. If Gürbaca shows us the anti-hero as an immature character, it is because Flórez throws himself into the incarnation […] with a natural poet look, an art of unparalleled halftone, [and] a clear, crystal-like diction. For more information about the DVD/Blu-ray, click here.	cc/2020-05/en_head_0037.json.gz/line19
__label__wiki	0.872145	0.872145	Tech Features Road MTB Cyclocross Track News Images Feedback Stages & Results Cadel Evans Diary Inside S-Works Titanium genesis 85th Giro d'Italia (GT) Italy, May 11-June 2, 2002 Edited by Jeff Jones Stage 11 wrap up Gilberto Simoni answered his critics today in an inspired win to the top of Campitello Matese, beating Francesco Casagrande (Fassa Bortolo) who had spent the latter part of the stage on Simoni's wheel after the two had broken away with 3 km to go. In the end, Simoni and Casagrande finished just 4 seconds ahead of the next small group, but it was a sure sign of the fireworks to come in the high mountains. Then there's the case of Simoni's cocaine administering dentist, which now has the police and an investigating judge involved in his home town of Trento. Stage 11 full results & report Post stage comments Gilberto Simoni, 1st stage When questioned on his motivation to win: "Revenge? No, not especially. I felt guilty of being negligent, guilty to have tarnished the sport I love. This is a victory that rewards the team. I spent a very bad day yesterday. The team has worked well, but I hoped in vain that Casagrande would roll through. I did not want him to win, because I did all the work before. But I was afraid for a moment that it was a feint. That's why I didn't give it everything." "The Tour de France? I would be disappointed if I could not dispute it. I built my program according to the Giro and the Tour, and my form is improving as the Giro goes on. The Tour is difficult but there is more than a month gap between the two races. Now, everything could change." Simoni not in the clear yet Gilberto Simoni Photo: © Sirotti The dentist's certificate obtained by the Saeco team on Wednesday to explain the presence of cocaine in Simoni's urine sample on April 24 did little to appease the media and the fans, who are still recovering from Stefano Garzelli's shock exit two days ago. The certificate, dated April 24 and signed by Simoni's dentist Bruno Grosselli, said that a "The patient Gilberto Simoni today underwent urgent orthodontic [sic] treatment with the local anaesthetic containing Carbocaine two percent with adrenaline." However, the test results clearly showed the presence of cocaine (in trace amounts) and its metabolites benzoilecgonine and metalicgonine - there can be no doubt that it was cocaine and not carbocaine, which is substantially different in chemical structure and is easily distinguishable in a drug test. Police in Trento have now taken samples of the anaesthetic used by Dr Grosselli for further analysis, and an investigation has been opened by magistrate Bruno Giardina in Trento. Simoni was also questioned for over two hours by Italian police after he won today's stage about the non-negative test for cocaine. Simoni stuck to his original story saying that it must have come from the dentist's treatment. Saeco issued a press release saying that it has the "maximum confidence in its rider and respects his professionality" at the same time expressing "no doubts" as to the dental certificate's reliability, including its date. Cadel Evans re-launches website Cadel Evans and Mokasport have re-launched Cadel's official website, www.cadelevans.com. The site is structured to provide an "intimate insight into Cadel's life as a pro-cyclist". A special section of Cadelevans.com will be devoted to revealing Cadel's feelings, emotions, tips and tricks at selected events at which he will participate. Cadel is currently lying in 10th position on GC in the Giro d'Italia, and is one of Mapei's main GC riders there along with Andrea No�. Garzelli case to be heard on June 3 The Swiss Cycling Federation will hear the case of Stefano Garzelli, who recently tested positive for probenecid in the Giro d'Italia, on June 3. Garzelli will be heard in Lugano by the president of the disciplinary commission, although he can choose to delay it if he wishes. Although an Italian, Garzelli lives near the Swiss border and races with a Swiss licence. Frigo taken for a ride It has been revealed that Dario Frigo's two phials of 'Hemassist', an artificial blood substitute that he was carrying during last year's Giro d'Italia, were nothing more than salt and water. Frigo was caught with the phials as well as one containing testosterone after the massive police search of rider hotels during the blitz of San Remo on June 6, 2001. After his Fassa Bortolo team found out, they sacked him immediately and he was ejected from the race. Frigo later admitted to taking banned substances and was given a nine month suspension, which kept him out of competition until Paris-Nice this year. At the time he said that had bought the two vials of Hemassist "through the Internet, and they were delivered to me in mid-May in Malpensa airport by a man I had never seen before." He said that he never intended to use them, which is may have been a good thing because Hemassist needs to be kept at -60 Celsius. Also, it was withdrawn from US testing after too many people died from it. As it turns out, we needn't have worried about his health. The prosecutor in charge of the Giro investigation in Florence requested that the phials be examined by two French pharmacologists. They found that the colourless liquid was in fact saline solution, which probably would have done Frigo more good than the Hemassist. Saeco pulls Simoni before B sample announced; Mercatone flicks Sgambelluri The Giro d'Italia continues to deliver almost as much action off the parcours, with Saeco management this morning announcing they were withdrawing last year's Giro winner Gilberto Simoni, currently in third place on GC and yesterday's stage winner. The announcement was made this morning by Claudio Corti, Saeco's general manager, as well as Carmine Castellano, the director of the Giro d'Italia. The decision has shocked many as in theory, Simoni was still clear to continue in the Giro under UCI rules. Even if Simoni's B test is positive for cocaine - and this was still not released at the time of Saeco's withdrawal of their star rider - according to UCI rules he would not be ejected from the race, as the control did not occur during the Giro d'Italia (it was taken before the Giro del Trentino on April 24). So Simoni could have still won the Giro, regardless of the fate that awaits him afterwards. The UCI even issued a press release to clarify the regulations. "The UCI regulations respect the principle of right of defense and presumption of innocence. The person indicted for offence will be condemned and sanctioned after having had the possibility to be heard and to invoke all circumstances in his/her favour, and this will result in a time period between the positive testing and the start of the suspension, if the rider is declared guilty." Saeco's decision to withdraw the race favourite may indicate that investigations will reveal further information about the case. At the press conference before Wednesday morning's stage, when the cocaine test was revealed, Corti said "We're sure it's an accident. Gilberto has never taken cocaine. He had treatment at the dentist and that is what was found." Simoni visited his family dentist on the morning of the 24th to have some dental work done for a magazine shoot. When he returned home he was met by two officers from the World Anti-Doping Agency, who took a sample from him, also testing 14 other riders including Roberto Sgambelluri who was non-negative for Nesp. "I'm a cyclist. I'm not a cocaine addict. I've never used it," Simoni at Wednesday's press conference. "If I'd wanted to I could have done it secretly, but not before the Giro del Trentino [note: he is from that area]. For a rider to be doped is one thing, this is something different. I'll try to show my innocence." Corti said the dentist has been contacted and information has been requested from him about the use of this drug as an anaesthetic, which is not common in dentistry any more. Lidocaine, and to a lesser extent Novocaine, are the main drugs used as local anaesthetics. They each have a different structure to cocaine. Meanwhile, Mercatone Uno management has also given Roberto Sgambelluri his marching orders after he returned a positive test for NESP, a synthetic and easily detectable version of EPO, a forbidden doping agent favourred by endurance athletes.	cc/2020-05/en_head_0037.json.gz/line23
__label__wiki	0.709787	0.709787	obert Piguet brand can be described as follows: strict adherence to good taste, true luxury, a horror of the commonplace and an innate sense of seduction. True classics of timeless beauty and value that endure far beyond season and trend. Perfume brand Robert Piguet appeared in 40th years of the last century by a famous Parisian couturier Robert Piguet, who had a significant influence on fashion in the early postwar years. From 1938 to 1951, Maestro Piguet taught such well-known fashion designers, as Christian Dior, Pierre Balmain, Marc Bohan, Hubert de Givenchy, James Galanos. Acknowledged by peers, the women he dressed, and the press as “the most Parisian of fashion designers,” Robert Piguet, while groomed to be a financier, was, in fact, destined to become one of the legendary figures of haute couture. In the late 90's Robert Piguet brand has been revived and is now represented in the trading centers of the world, such as Barneys, Bergdorf Goodman, Henri Bendel, Saks Fifth Avenue, Neiman Marcus in the United States, Harrods and Harvey Nichols in London, Galeries Lafayette and Printemps in Paris. In collaboration with Givaudan perfumer Aurelien Guichard 3collections of fragrances were created. First - Classic Collection, which revived fragrances created by Robert Piguet. Among them there is the famous Fracas, perfume masterpiece that became the signature of famous women of the world such as Madonna, Sofia Coppola, Kim Basinger, Martha Stewart, Princess Caroline of Monaco, Morgan Fairchild, Carolina Herrera, Beverly Sills (New York Metropolitan Opera), Blaine Trump, Stella Tennant, Courtney Love, Amanda Harlech (Adviser on fashion Karl Lagerfeld), Agnes B, Sarah Michelle Gellar, Iman, Ashley Judd, Jennifer Aniston. Fracas fragrance was included in Sylvie Girard-Lagorce’s book "100 Legendary Fragrances." The second Nouvelle Collection consists of five totally different fragrances. They are subtle, powerful and attractive, combining the elegance of Robert Piguet’s fragrances and the imagination of young perfumer Aurelien Guichard. In 2012 a new Pacific Collection was presented to the world. It consists of three fragrances devoted to Asia - Blossom, Chai and Jeunesse. In accordance with the traditions of this part of the world, all three fragrances are built on subtle fresh notes.	cc/2020-05/en_head_0037.json.gz/line24
__label__cc	0.749078	0.250922	Belfast Media Group Andersonstown News, North Belfast News, South Belfast News Andersonstown News September 12, 2011 City Hall tribute to New York’s 9/11 victims A ceremony marking the 10th anniversary of the 9/11 atrocity will be held on the front lawn of City Hall this Sunday. Hosted by Belfast Lord Mayor Councillor Niall Ó Donnghaile, the event will acknowledge those who lost their lives in the terrorist attacks across the USA on that day exactly 10 years ago. A one-minute silence at 1.46pm (8.46am in New York) will mark the time of American Airlines Flight 11 crashing into the World Trade Centre’s North Tower in Manhattan. Flowers will be laid at a commemorative stone already in place on the lawn and a choral tribute will be performed by the Belfast Community Gospel Choir. The big screen in the City Hall grounds will also show the BBC coverage live from New York. US Consul General Kamala Lakhdhir, representatives of the emergency services and representatives of various faith and ethnic groups will be among those attending. Relatives of victims and survivors of the attack will also be there to pay their respects. The grounds of City Hall will be open to the public with the ceremony scheduled to run from 1.20pm to 2pm. “The tragic events of September 11th 10 years ago had a massive impact across the globe and touched the lives of many people in this part of the world,” said Councillor Ó Donnghaile. “By hosting this ceremony I hope to underpin the good relationship that exists between Belfast and the United States. “It is fitting that we should acknowledge those who lost their lives and pay our respects to their families.” US Consul General Lakhdhir thanked the Lord Mayor for hosting the event. “Amid the shock and grief of the September 11 attacks, many Americans were deeply moved by the outpouring of sympathy, goodwill, and support from around the world,” she said. “The compassion demonstrated by the citizens of Belfast and across Northern Ireland reminded us of our own special bonds, enduring friendships, and mutual affinity. “I want to thank the Lord Mayor and the people of this great city for providing an opportunity to collectively reflect on the atrocities, to remember those representing over 90 different countries who died, and to pay tribute to those who risked their own lives in helping to save the lives of others,” added the Consul General. Tags: 9/11, City Hall, Niall Ó Donnghaile Now a robot is part of the script Gerry seems to be the hardest word	cc/2020-05/en_head_0037.json.gz/line25
__label__cc	0.550184	0.449816	03 Dec 2015 — 20 Mar 2016 - Now Closed Big Bang Data William Elford Share on Twitter Share on Facebook Share on Google Plus Active in the late 18th Century, William Elford was part of Plymouth chapter of the Society for Effecting the Abolition of the Slave Trade. This was a local committee that regularly met to raise money and to raise awareness towards the abolition of slavery through the production of their own publications. Plan of Brookes Slave Ship This diagram was arguably one of the first ‘data visualisations’ created to raise awareness and understanding, and to affect cultural and political change. It shows the unbearably tiny spaces allocated to the slaves onboard the ship, which sailed between Liverpool, the African Gold Coast and Jamaica. #BigBangData © 2016 Somerset House / An exhibition organised by Somerset House Trust, the Centre de Cultura Contemporània de Barcelona - CCCB and Fundación Telefónica	cc/2020-05/en_head_0037.json.gz/line27
__label__wiki	0.620845	0.620845	MartialHorror Fistful of MartialHorror Creepy Bald Guy Reviews Critiquing the Critics Guidelines to Not Sucking at Video Reviewing Kickass of Awesome Horror Movie Review Index Martial Arts Movie Review Index Video Review Index MartialHorror cuts a PROMO!!!!! COMPULSIVE FRANCHISE DISORDER! “The Transporter Refueled (2015)” movie review. Posted by MartialHorror THE TRANSPORTER REFUELED (2015) (Directed by Camille Delamarre) (Written by Adam Cooper, Bill Collage and Luc Besson) (Starring Ed Skrein, Ray Stevenson and Loan Chabanol) Plot: Frank Martin (now played by Ed Skrein) is a highly skilled transporter who usually takes jobs from shady people, but he’s double crossed by four mysterious women who have kidnapped his Father (Ray Stevenson). Now he has to do what they tell him, although this becomes less complicated when he begins to sympathize with them. Also known as “The Transporter 4“. Every viewer has different expectations going into every movie. Some will only appreciate something if it has a strong screen-play and others are perfectly content with just sitting back and enjoying the show- no matter how dumb it is. This is why Michael Bay is simultaneously hated and popular, because he understands his audience and knows how to satisfy those who like shallow entertainment. Personally, I prefer judging a movie based on ‘what it wants to be’ and ‘my relationship with what it wants to be’. In the case of action flicks, I’m willing to accept a substance-less, thinly written, hole ridden story as long as the spectacle on display distracts me from its shortcomings. Because I like that genre. I recently reviewed “Kung Fu Killer” and gave it a positive rating, despite calling it “bad”, because I was paying more attention to the awesome fight scenes. Everything else was just back-ground noise. I also recently reviewed “Terminator: Genisys“, where the action was not cool enough to keep my attention away from the abysmal screen-play, so I focused more on what I despised and gave it a negative rating. Other times, both sides will completely cancel each-other out, leaving me unsatisfied but indifferent. I bring all of this up because I knew that “The Transporter Refueled” was going to be dumb, perhaps even retarded, but I was willing to be seduced if the action was thrilling. Unfortunately, the action failed to wow me and I found myself zeroing in on the flaws- which this ‘reboot’ offers in abundance. Let’s go ahead and start with the aforementioned action, because that is the selling point for “Transporter Refueled“. The car chases are pretty good, utilizing impressive stunt work without resorting to excessive CGI. I thought the camerawork was steady and the editing was of these scenes was fluid and coherent- the director is primarily known as an editor. I also enjoyed some of the absurd scenarios, even if I felt they could’ve been taken even farther. This entry might not enjoy the star power of Statham, but the production values were still solid. Nothing about any of this was amazing, but I could’ve enjoyed “Transporter Refueled” if the script wasn’t AS mentally handicapped and if the hand-to-hand fight sequences weren’t so embarrassing. From the opening fight, I could tell that something was wrong. The sound effects seemed muffled and the ‘hits’ looked way too soft. Nobody really seemed like they were really trying to hurt each-other and this continued throughout the rest of the film. The most interesting brawl is when our hero finds himself in a confined area, surrounding by enemies and he has to incorporate opened drawers into his style in order to hold them off. It’s supposed to look really cool, but “phony” was the first word to enter my mind. I’ve seen Jackie Chan pull off similar gimmicks, but it…was…just…silly. I thought it was awfully nice of these villains to place their feet in the perfect location for Frank to trap them in the shelves and hold this position long enough for Frank to do it to someone else before returning to them. The final confrontation between the hero and villain somehow managed to be the worst, primarily because all of my previous criticisms are still in effect, but their movements seem INCREDIBLY slow. I kept thinking that I was watching a rehearsal for this fight, not the final take. These problems with the hand-to-hand fighting siphoned away all of the intensity and excitement, so I was mostly uninterested in them. The balance between fist cuffs and car chases are about 50/50 and the badness of the former outweighed the benefits of the latter, so we’re already in shaky territory. And we haven’t even gotten to the horrible…everything else yet… The transporter character is…ruined. When I first saw Ed Skrein in the trailer, my immediate response was: “He looks too pretty to be stepping into Jason Stathams shoes“. But I figured that there was a purpose behind his casting. I thought maybe I shouldn’t judge a book by its cover, because he might be awesome, but now I suspect that he was hired solely to draw in young girls. In his defense, he’s actually a solid actor with a lot of charm, who makes the best out of a failed role, but he lacks the charisma and presence of Statham. Even worse, the writing goes out of its way to belittle and emasculate the character. He’s constantly being put into positions of vulnerability, whether he’s being outsmarted or out-talked by the women, the villain or his Father. He never seems to be in control of the situation and even his rules are undermined by the fact that he apparently just wants the approval of his Daddy- who doesn’t act stern or hard-to-please, making the whole idea pointless. If Jason Statham was still in the role, maybe I could’ve been more accepting because that would add a new dimension to the character. In the previous movies, the Transporter himself was the smartest, toughest and most level headed character, but the fourth film would finally take him out of his comfort zone and humanize him. But this is a reboot, so all of that history is irrelevant, even if it’s possible that this takes place in the same continuity. We are seeing Skrein’s Frank Martin for the first time and…he just doesn’t seem that bad-ass. I can’t take him seriously as an action hero. The other characters aren’t any better…and in fact, may even be worse because at least Skrein’s Frank Martin had a character, pussified as he was. Ray Stevenson (The Father) delivers the best performance and is one charming guy, but he never seems too concerned about the danger, while never coming across as an especially skilled bad-ass. He’s constantly being kidnapped, so his nonchalant attitude only takes away from the drama. Strangely, he has an implied romance with one of the girls, who gets wounded. While she is recovering, he has a threesome with two of the other girls…The f@ck?! The four women baffled me because they are glaringly interchangeable. I can’t pinpoint their names, personalities or even their appearances outside of one being Asian. Who’s the dumbass who decided to have them spend the majority of their screen-time wearing the same wigs and dresses? I understand why they’d do it during the initial Bank Robbery, but they wear them so much that I couldn’t tell any of them apart in the long run. One has a tryst with Frank Martin, another has feelings for his Father, the other two appear to be in a relationship together and they were all forced into Prostitution. Oh, and they’re hot. Clearly, these are the deepest and most profound of characterizations…Even the villain is rather generic. He’s a bad guy, but he does nothing that really gets the audience to despise him. He kills some other gangsters and deals in human trafficking, but that’s a little undermined by the revelation that the girls were sold by their parents. Shitty stuff, sure, but wouldn’t it be better if he abducted the girls and forced them into this lifestyle? As it is, the parents share too much of the blame! I kept expecting the antagonist to kill allies or underlings for failing him, but he never does and always acts reasonably polite. The only terse interaction was with an Inspector, who seems to passively aggressively suspect anyone he encounters. Mr. Villain is too bland to really despise and not shown to be exceptionally intelligent or dangerous, so we don’t fear him or eagerly await his death. We just don’t care. The script is constantly going out of its way to make me laugh. 15 years later and the girls still look identical? One gets shot, but has no problem swimming underwater or strangling someone- after getting shot again? Does nobody care about collateral damage? We’re supposed to sympathize with Frank Martin for his values or the girls for trying to escape a shitty lifestyle while getting vengeance, but none of them react to all the injuries and probable deaths which likely occurred thanks to their actions! Worse, they have a smug dimeanor through a lot of it, so why should I want them to survive? The dialogue is bad because it’s either too on-the-nose with its exposition or it’s trying too hard to sound edgy and cool. This REALLY hurts a lot of the performances, as everyone delivers their lines in a growling voice that gets old quickly, because that apparently makes them bad-ass. Otherwise, the plot is mostly just…thin…It’s not like the previous entries were substantial in story, but they did a much better job at getting me to care for what was happening…even if just a little. “Transporter Refueled” was an incredibly stupid movie, but even worse, it was an incredibly underwhelming and sometimes laughably bad action flick. Yet at the same time, there’s nothing especially memorable about the badness, so it has already begun dissipating within my memory. Note: The director had previously helmed “Brick Mansions“, the remake of “District B-13“. I was going to list it as an example of”Other times, both sides will completely cancel each-other out, leaving me unsatisfied but indifferent.“, but I decided no one would likely remember that movie. I also didn’t want to snicker spoil my feelings that early. “Brick Mansions“>”Transporter Refueled“. Think about that… Violence: PG-13. Nudity: PG-13- Includes off-screen sex, lesbian make-out sessions and implied nudity. Overall: RIP “The Transporter” franchise…hopefully… MartialHorror’s Top 12 movies that he would… “Skin Trade (2015)” movie review. “Kung Fu Killer (2014)” movie review. “Above the Law (1988)” movie review. “The Armour of God (1986)” movie review. Copyright Ⓒ 2011 - BitFister.com	cc/2020-05/en_head_0037.json.gz/line28
__label__wiki	0.587117	0.587117	A Tragic Telegram and a Goofy Movie Last year, near the anniversary of Amelia Earhart’s disappearance, I started digging. It was a momentous occasion–Earhart is one of the more famous historical figures who spent time at Purdue and whose life is documented in our collections. I was searching our databases, looking for some materials from around the time of Earhart’s round-the-world flight. Often if I find something interesting, I will share it with our followers on Twitter. As I scanned the list of search results, I came across this: I wasn’t prepared for it. The telegram, sent from George Putnam, Earhart’s husband, responding to his son, David Binney Putnam, was sent shortly after contact was lost with Earhart’s plane. It reads: “THANKS DEAR BOY IT HELPS THERES PLENTY OF HOPE YET LOVE DAD.” When I read it, I felt a sense of dread sinking into me. Knowing that Amelia was not coming back–ever–made George’s hopes all the more tragic. But reading this note, with its short, desperate prose, and knowing that it was just a family thing in that moment, between father and son and an absent stepmother, gave the document a sacred quality. I shouldn’t be reading this. I wasn’t meant to read this. But why feel this way? It’s history. It’s public. History is often interesting to read about from a distance. We can reflect on how day-to-day life has changed since a famous person’s time, such as Earhart’s heyday of the 1920s-30s. We can joke around about silly fashion and customs from the past. The past is removed from us; we don’t have access to it, so it feels foreign and alien and often quite backwards. We cannot understand why, for example, Purdue students used to race around Memorial Mall on tricycles while people threw buckets of water at them. It makes no sense. But some things make too much sense. And its in those moments of discovery, when history recorded in writing or film becomes less distant. It comes closer to our own experience as people and becomes less alien. It’s someone we know. It’s how we feel now. For all its strangeness, the tricycle water-bucket race does appeal to a certain sense of goofy fun. The people in the film look like they’re having a good time–and why not? They’re racing around a circle or throwing buckets of water on people. It’s not just hilarious because it’s strange; it’s hilarious because it looks like it might be fun to do. George’s letter to David about Amelia made sense. The hope still hanging over both of them, the hope that she might show up, somewhere, adrift in the sea, or stranded on an island–a little worse for wear, but still smiling–that hope made more sense than anything. If you’ve ever lost someone, you know about hope. And you might have also felt that same sense of sinking dread I did when you read the telegram, knowing she didn’t come back. That the hope was disappointed. And in that moment, Amelia Earhart wasn’t just a famous missing person. Not just a feminist role model. She was more than her ideals or legend. She was someone like you or me. And we lost her. This year marks the 78th anniversary of Earhart’s final flight. For me, that short telegram reveals so much of the power of history and the importance of preservation. History research does more than just generate academic knowledge and understanding–all of which is important, good, and necessary for our society. It is notes like George’s that tell us what history can be: a moment of human connection transcending time. The telegram can be viewed online with other materials from the time of the initial search for Earhart’s plane. These materials are within the full George Putnam Palmer Collection of Amelia Earhart papers, as well as the Amelia Earhart at Purdue Collection, and can be viewed in Archives and Special Collections digital repository e-Archives. This entry was posted in Flight and Space, From Our Collections, Women's Archives and tagged amelia earhart, donald n. heirman, reminiscence on July 2, 2015 by mmaune.	cc/2020-05/en_head_0037.json.gz/line29
__label__cc	0.710096	0.289904	Spike's an interesting director. So much energy and pretty damn prolific. I can't say I've loved every one of his films, but there's a passion that comes through in his work that's pretty infectious. He's versatile, a major risk-taker, and someone that can do comedy just as well as drama. And when it comes to blending genres, he's about as fearless as they come. Do the Right Thing is one of my favorite of all his films. The way it juxtaposes comedy and drama is as powerful as it is unsettling. In other words, the drama hits hard, and the comedy is laugh out loud funny. There's a real verve to the music, to the style, to the writing, and to the colors. It has heart, gets at a few issues, but it also entertains. And Rosie Perez dancing to Public Enemy's "Fight the Power" is one of American independent cinema's most iconic moments. A fun and powerful work from Spike. Other contenders for 1989: I still have some titles to see. These include Hou Hsiao-hsien's City of Sadness, Abbas Kiarostami's Homework, Jane Campion's Sweetie, Monte Hellman's Iguana, Jacques Rivette's Gang of Four, Robert Kramer's Route One USA, Jean-Claude Brisseau's Noce blanche, Kenneth Branagh's Henry V, and Paul Mazursky's Enemies: A Love Story. From this year, I really like Jim Jarmusch's Mystery Train. I love Nanni Moretti's Palombella rossa and Brian De Palma's Casualties of War. And my closest runner-up is Woody Allen's Crimes and Misdemeanors. 1/1/11 I watched Steve Kloves' The Fabulous Baker Boys. Kloves can write, and at times, his writing is so sharp that I felt like I was watching some of the best American romantic comedies from the thirties updated for the next generations. Grusin gets in the way at times. His music's a bit overbearing. Still, Kloves gives Pfeiffer one of her greatest roles, and she comes through excellently. 2/17/11 I watched Michael Moore's Roger & Me. Moore is an entertainer and like Sacha Baron Cohen, a good deal of his entertainment value comes from his ability to take risks and push the envelope with other people. He's not subtle, and points off for rarely presenting all sides of the picture, but he's an effective muckraker. And certainly a more than competent filmmaker. 4/8/14 I watched Mark Cousins' The Story of Film: Fight the Power: Protest in Film. Although I think Cousins tries to cover too much ground in each episode, I appreciated his coverage of Russian cinema, Chinese cinema, Lynch, Spike Lee, and particularly of John Sayles. 11/10/16 I watched Eddie Murphy's Harlem Nights. The first time I have seen this since I saw it in the theater upon its release. It's funny and clever and Murphy proves himself a very capable filmmaker. 4/14/18 I watched Hal Hartley's The Unbelievable Truth. I thought I had seen Hartley's debut, but it turns out I never had. It has to be one of the most stylistically assured debuts in the history of cinema. Hartley's films are heavily musical, rhythmic in their mood and editing, but not in the way Hollywood uses wall-to-wall music to provide most of the surface emotion. Hartley's music is his primary tool for carving out his special cinematic world. While there may be no known adjective, it is as distinctly "Hartleyian" as David's world is Lynchian. The acting, the locations, the framing, the almost Bressonian dialogue delivery combined with 80's Godard unique feel for the ellipsis immediately announce a very singular auteur. This is a startling debut. 12/30/19 I rewatched Woody Allen's Crimes and Misdemeanors. I have never been one to spend a lot of time rewatching films unless I was looking for something specific for research or teaching purposes. Plus there is still so much I haven't seen yet. And I typically like the joy of discovery more than the act of rediscovery. Rediscovery to me is like having to edit an early draft of something that you have written. You are forced to do battle of sorts putting original thoughts, instincts and emotions in question. It's probably been at least twenty years since I last saw this Allen film. I was a fan, felt it was one of his best, but most likely never recorded my feelings or thoughts anywhere. Rewatching it I can see some of what I probably admired. It has narrative complexity, often and fairly effortlessly moving through different periods of time. It has a playfulness as it walks through some decently grim terrain. And it has Woody's talent for being very personal, very autobiographical, even very critical, without ever seeming maudlin or heavy-handed. Watching it now I probably like it a little less. I wish it had less genre elements, the Anjelica Huston sub-plot for instance. And I wish it were even more personal, less protected and "palatable" by Woody's narrative showmanship and penchant for humor. Posted by Jeffrey Goodman at 9:10 AM Labels: Do the Right Thing, Spike Lee Sam Juliano April 10, 2010 at 12:19 PM "Put some more mozarella on that mother fuck and shit!" That and a number of other lines are regularly woven into the movie reference dialogue I engage with my youngest brother and some friends. This is a marvelous choice for the #1 position, and it's easily Spike Lee's best film. MALCOLM X is #2. My Own #1 Film of 1989: Henry V (Branagh) The Cook, the Thief His Wife and Her Lover (Branagh; UK) Santa Sange (Jodorowsky; Mexico/Italy) Driving Miss Daisy (Beresford; USA) A Village Romeo and Juliet (Weigl; W. Germany) Jesus of Montreal (Arcand; Canada) Field of Dreams (Robinson; USA) Dead Poets Society (Weir; USA) Do the Right Thing (Lee; USA) Crimes and Misdemeanors (Allen; USA) Glory (Zwick; USA) Last Exit to Brooklyn (Edel; USA) Creature Comforts (Park; UK) The Match Factory Girl (Kaurismaki; Finland) My Left Foot (Sheridan; Ireland/UK) Monsieur Hire (Leconte; France) Tie Me Up! Tie Me Down! (Almodovar; Spain) Sweetie (Campion; New Zealand) The Mahabarata (Brook; UK) Drugstore Cowboy (Van Sant; USA) Born on the Fourth of July (Stone; USA) Camille Claudel (Nuytten; France) Needless to say this is the greatest year of the 80's, (1987 is very close) and in fact of all-time. Greenaway's THE COOK THE THIEF, HIS WIFE AND HER LOVER came within a hair of the Branagh. It's a tough call, but a number of others here are masterworks, including one of the greatest of all Canadian films, one of teh greatets opera film by Peter Weigl, one of teh greatest sports films ever made, one of Woody Allen's best films ever, and one of the greatest of the 'inspiring school teacher' genre. Dave April 10, 2010 at 12:55 PM A tough year for me to call on this one, as there are two films that I think are magnificent - Woody Allen's CRIMES AND MISDEMEANORS and Kenneth Branagh's HENRY V. I went with Henry V the first time around and I will stick with that now, but I still think that Crimes is my favorite Allen film. Henry V is unbelievably good, Jeffrey, check it out as soon as you can. Branagh does an amazing job acting and directing. Jeffrey Goodman April 10, 2010 at 1:10 PM Sam, that's a great line! Made me laugh, again. I still need to see your top pick, as well as the Jodorowsky, Beresford, Weigl, and Arcand films you mention. I haven't seen DEAD POETS SOCIETY nor FIELD OF DREAMS in forever so would need to revisit them before really commenting. As for the Greenaway, I did like it the one time I saw it, although a little less than the ones I mentioned. Thanks, Sam. Always great having you here! Dave, I definitely will check HENRY V out. It sounds excellent! Thanks, Dave. Always great hearing from you here! John April 10, 2010 at 5:16 PM Like you I love some of Lee's work and others I can do without. Either way he is one of the most interesting filmmakers today/ Myself, I am going to have to go with "Crime and Misdemeanors", one of Woody's masterpieces, a terrific blend of drama and comedy. # 1 Crime and Misdemeanors Runner ups Born on the 4th of July My Left Foot Jeffrey Goodman April 11, 2010 at 7:42 AM John, great to hear from you! I completely agree with you about the Lee and Allen films. From your list, I need to revisit BORN ON THE 4TH OF JULY and WHEN HARRY MET SALLY. It's been too long since I've seen them to know where they'd place on this list. I also still need to see MY LEFT FOOT and CAMILLE CLAUDEL. Thanks, John. Always great having you here! 2007: 4 Months, 3 Weeks and 2 Days (Cristian Mungi... Lullaby/Peril Updates Good news -- MovieMaker Reboot! Cutting Room Floor Video from this week's PERIL chat 1987: Where Is the Friend's House? (Abbas Kiarosta...	cc/2020-05/en_head_0037.json.gz/line34
__label__cc	0.706979	0.293021	Everyone Loves a Parade…Especially when it’s the Rose Parade®! CA Grown, New Years, Rose Parade New Year’s Day 2019 marked the 130th year for the annual Rose Parade® themed “The Melody of Life.” Viewers enjoyed 40 creative, awe-inspiring floats, along with marching bands from around the world. Once again, FTD served as the Official Floral Company and decorators of the official VIP vehicles in the parade, and for the first time as Sponsor of the prestigious Rose Parade Float Awards. The iconic Mercury Man logo was included on the 24 banners that introduce each winning float, increasing brand awareness along the parade route to more than 700,000 people, as well as during the television broadcast of the parade to more than 44 million households nationwide! Samantha attended the festivities with her husband and 3-month-old baby. Attending the Rose Parade is on the bucket list of many florists and nothing compares to seeing it up close and in person. That’s how the lucky winner of FTD’s Everyone “Likes” a Parade Sweepstakes sees it. Samantha Welzbacher from Lone Star Bloom in San Antonio, TX, won an all-expenses-paid trip for two to the Rose Parade and Rose Bowl Game, among other perks. "It was amazing to go behind the scenes and to see, in person, a parade that I’ve only watched on TV." “It was amazing to go behind the scenes and to see, in person, a parade that I’ve only watched on TV,” Samantha remarks. “I was able to see it all up close and chat with the design team as they worked. I learned about the mechanics behind the vehicle floral arrangements. I do a lot of wedding work, so I thought about how this could apply that to my work back home.” During this tour, Samantha and her family met FTD Education Consultant J. Keith White AIFD and FTD Quality Services Representative Pete Samek AIFD. For 14 years, Keith has lead the skilled design team on behalf of FTD for the vehicles that carry the parade’s VIPs. “This year, we decorated two vintage Lincolns, a 1939 Ford, a 1962 fire truck, the Honda Sound and Pace Cars, and two additional cars. The vehicles are one of a kind or come right out of museums,” Keith explains. “The morning of the parade, we stayed with the Grand Marshal’s car in the parade lineup to assist Chaka Khan into her vehicle. From there, we got to see all the floats and bands pass by.” While it takes about nine months of planning, the actual decorating takes about 8-9 days — or about one day per vehicle. FTD Flower Exchange procures all of the flowers and foliage of which 85% are Certified California Grown. FTD was recognized by the California Cut Flower Commission for using fresh product grown locally. Keith feels that each day leading up to the parade presents a reel of highlights. “One of my favorite things, however, is when all the cars are finally outside, the sun rises and the designs come to life in the natural California sun!” he adds. There were many highlights for Samantha as well. “We really loved our seats at the Rose Parade and seeing all of the amazing floats, as well as gaining an understanding of the work that goes into these creations. This parade is a really wonderful highlight on the floral industry,” she remarks. “I’m so glad I entered this contest! As a designer and flower shop manager, I was really interested in the ‘behind the scenes’ aspects of the Rose Parade and it did not disappoint!” Samantha concludes. The past few months have been quite eventful for her – winning the FTD sweepstakes, giving birth to her son and participating in the Tournament of Roses festivities. It really seems like “Everything is Coming up Roses” for Samantha. Dreams Do Come True for USA Designer Competing in FTD World Cup Five FTD World Cup Competitors Share Their Perspective FTD Wows at the 2018 Rose Parade FTD Celebrates “Echoes of Success” at Tournament of Roses Want a Free Trip to the Rose Parade? Mercury Network The 2020 Tournament of Roses Parade theme, “The Power of Hope,” provided the perfect way to start off... Christmas is right around the corner and you’re up to your eyeballs in festive flowers. In the spirit... Located on the far southeastern part of Tennessee, the small town of Cleveland is at the base of... To be in business for over 100 years, Fisher Florist in downtown New London, Connecticut is definitely doing... Since 1901, the Welke family has been “delivering flowers and happiness.” Offering highest-quality floral products has been their...	cc/2020-05/en_head_0037.json.gz/line40
__label__wiki	0.610652	0.610652	Brooklyn Life, Crime Brooklyn Detention Center Faces the Spotlight if Rikers Closes October 11, 2017October 16, 2019By Isobel Cockerell If you’re arrested in New York City, and can’t afford bail—like nearly three-quarters of pretrial detainees—you’ll await trial in custody, most likely at Rikers Island, the city’s largest and most notorious jail. But if you’re one of the lucky ones, you’ll end up in the Brooklyn House of Detention, a shadowy complex that looms over the leafy districts of Boerum and Cobble Hill. Your family will only have to travel a few subway stops to visit you. Currently, the ‘D-House’ as it is known, lies half-empty. Only around 400 of its 759 beds are ever occupied. But if Mayor de Blasio goes through with his plan to close down Rikers, then the island’s 10,000 inmates will need somewhere to go. Every cell in the city will count, and all eyes will turn once more to the correction complex in the heart of Brownstone Brooklyn. The jail has had a mixed reception over the years. It closed for a nearly a decade between 2003 and 2012, during which time the surrounding neighborhood changed dramatically, becoming one of the most affluent in New York City. It was nearly turned into a shopping mall in 2006, but those plans were eventually scrapped. When the jail re-opened to ease pressure on Rikers, residents worried their substantial property investments would suffer. Now that the jail faces expansion, local Cobble Hill-ites—who are three-quarters white and earn an average income of $127,145—find themselves in a different position than five years ago. A number of residents personally supported the ‘close Rikers’ movement, and some are even enthusiastic about the consequences: namely, an influx of new neighbors. This might be because the ominous, grey 1950s building appears to have had no effect on property prices of the surrounding brownstones. A townhouse spitting distance from the jail just went on the market for $8.25million. Black netting is draped across the jail’s windows to conceal prisoners from their well-to-do neighbors—installed after a mother complained that her child could see inmates working out in the gym from his nursery window. The main entrance is always deserted: instead, inmates enter through a secure entrance; “a secret door in the back”—as Julie Robblee, a local resident, put it. The American flag hangs limply over the bail window, half-tangled in a tree. The American flag hangs over the entrance of the Brooklyn House of Detention. At the moment, the Brooklyn complex relies heavily on Rikers for resources. “We cannot keep half of the supplies we need here,” a detention centre employee said as she was coming home from her shift. She explained that most of the jail’s resources had to be ferried down from Rikers, and that currently, the infrastructure that would be needed to house more inmates simply doesn’t exist. The island acts as a central storehouse—both of people and supplies, it seems. According to Reda Woodcock, a Criminal Defense Attorney at Kings County Criminal Court, the Brooklyn House is used only as an overflow unit; a last resort. “They’ll only move people down to Brooklyn if there’s been some kind of issue with taking them to Rikers.” he said. The Correction Department racks up more than 3,000 miles transporting inmates across the city on any given weekday – the distance between New York and Los Angeles. “Bizarrely, they don’t house people based on their place of residence. It’s ridiculous.” Woodcock said. “It’s so expensive, you may as well throw them in the Waldorf Astoria.” Half-filled and unlovely, the D-House is hardly the Waldorf-Astoria. Still, most residents don’t seem to mind it. George Baumberger, 53, lives an apartment just opposite. “Sometimes you’ll see prisoner’s shadows move in the windows,” he shrugged as he walked his two Maltese terriers around the block. But Baumberger also worries about the noise issues involved in bringing more inmates to the area. “They have to respect the fact that people live here as well,” he said. The entrance to the D-House is nearly always deserted. Inmates enter through a secure door at the back. According to a July 2017 report by Justice In Design – a movement founded to rethink the place of jails in society – the very contrast of the Brooklyn House of Detention creates a stigma within its surroundings. The ominous structure of the building pre-judges its occupants: “the public is given the perception that the detainees are guilty, just from the alienating feeling of the building,” the report noted. David Chapin, an architect and professor who is part of the team at Justice in Design, hopes locals will be receptive to inmates coming back to Brooklyn from Rikers – and accept that they’re innocent until proven guilty. “We need more transparency for neighbors – people shouldn’t think they are going to be attacked by vicious criminals.” If the much-anticipated plan to close Rikers Island goes through, the D-House may find itself at the centre of things once more. Residents will be put the test as to whether they want a larger influx of inmates coming through Cobble Hill. “They’re part of the population, part of our human existence,” said Julie Robble, who has lived here two decades. “It can’t always just be puppy daycares and Whole Foods around here.” For now, the jail, inmates, employees and residents wait for de Blasio’s next move. Previous PostWas More Police the Answer to J’Ouvert’s History of Deadly Violence?Next PostThe Other Debate: A Face-Off in a Rare Undecided District The Brooklyn Ink © 2019 / All Rights Reserved	cc/2020-05/en_head_0037.json.gz/line41
__label__cc	0.577482	0.422518	Binance US to be Launched By the End of the Year September 10, 2019 coinmaker Binance’s United States-based branch Binance.US will be launched in the following weeks. The launch will also be preceded by a Know Your Customer (KYC) registration that will be open a few days before the scheduled launch. Last week in a Medium post, Binance shed a bit of light on the KYC registration and its importance. It was explained that in order to trade on, the account would need a valid government-issued ID (users have the choice between a driver’s license or a passport) and a valid social security number (SSN). The marketplace will also be available in most US states. Binance is currently working on finalizing the list of states where the service will become available and the list will be released before the registration process becomes available. Binance US will be available really soon Binance also shared that US branch will be launched before the end of the year. The announcement will come in advance and users will have enough time to verify their accounts and begin to safely deposit funds. After the KYC onboarding process is finished, clients will be able to immediately begin depositing cryptocurrencies. There will also be desktop access for the initial launch and an app version will be available in the near future. Binance seems to be on a tear recently despite bitcoin’s current issues with passing over the $11K barrier. Just a little over a month ago, Binance revealed its plans to list Cocos-BCX’s native token. This is an incredibly important move because Cocos-BCX, is one of the few products to ever be listed on Binance without receiving a single dollar in public funding. You can also check out: Moving Capital Out of China: Gems Used to Evade Capital Controls How Will the Advertisement Industry Benefit From Blockchain Technology HNIs From India Are Massively Choosing Bitcoin Over Altcoins The post Binance US to be Launched By the End of the Year appeared first on CoinStaker \| Bitcoin News. Major US Crypto Exchange Coinbase Appoints New Vice President Dan Yoo Blockchain Standardization is Expected Before 2022 Spread the love Marc Merril, the game developer and founder of Riot Games, recently became a... Spread the love Artificial Intelligence (AI) is something that will slowly become a bigger part of... Spread the love Cointipping and why it’s on its way out Cointipping is most definitely one... Spread the love Russia plans new law that would allow police to confiscate BTC, and China... Spread the love The Danish financial institution Danske Bank has been embroiled in a massive money-laundering... Spread the love The U.S. Internal Revenue Service (IRS) has revealed the agency is cracking down... Spread the love According to local reports, Russia’s Ministry of Internal Affairs and other law enforcement... Spread the love After becoming involved in the Bitcoin space in 2013, Paul Puey founded a... Spread the love Bitcoin is often described as “digital gold.” While this is an oversimplification, it... Spread the love Marc Merril, the game developer... Spread the love Artificial Intelligence (AI) is something... Spread the love Cointipping and why it’s on... Spread the love It seems that someone is attempting to trademark the word “Litecoin” in Europe...	cc/2020-05/en_head_0037.json.gz/line46
__label__cc	0.690757	0.309243	Items where Division is "Language and Literacy in Education" Reading Faculties, Schools and Departments (351) Faculty of Arts, Humanities and Social Science (351) Institute of Education (351) Language and Literacy in Education (351) Group by: Date \| Creators/Editors \| Item Type \| No Grouping Jump to: 2020 \| 2019 \| 2018 \| 2017 \| 2016 \| 2015 \| 2014 \| 2013 \| 2012 \| 2011 \| 2010 \| 2009 \| 2008 \| 2007 \| 2006 \| 2005 \| 2004 \| 2003 \| 2002 \| 2001 \| 2000 \| 1999 \| 1998 \| 1997 \| 1996 \| 1995 \| 1993 \| 1992 \| 1991 \| 1990 Graham, S. and Santos, D. (2020) Becoming a good teacher of listening. In: Griffiths, C. and Tajeddin, Z. (eds.) Lessons from Good Language Teachers. Cambridge University Press. (In Press) Courtney, L. and Graham, S. (2019) ‘It’s like having a test but in a fun way’: young learners’ perceptions of a digital game-based assessment of early language learning. Language Teaching for Young Learners, 1 (2). pp. 161-186. ISSN 2589-207X doi: https://doi.org/10.1075/ltyl.18009.cou Flynn, N. (2019) Facilitating evidence-informed practice. Teacher Development, 23 (1). pp. 64-82. ISSN 1747-5120 doi: https://doi.org/10.1080/13664530.2018.1505649 Flynn, N. (2019) Teachers and Polish children: capturing changes in the linguistic field. British Journal of Sociology of Education, 40 (1). pp. 65-82. ISSN 0142-5692 doi: https://doi.org/10.1080/01425692.2018.1481366 Graham, S. J. and Zhang, P. (2019) Vocabulary and listening: current research, tools and practices. In: Vocabulary and the four skills. Routledge. (In Press) Kasprowicz, R. E., Marsden, E. and Sephton, N. (2019) Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom. Modern Language Journal, 103 (3). pp. 580-606. ISSN 1540-4781 doi: https://doi.org/10.1111/modl.12586 Mitchell Viesca, K., Strom, K., Hammer, S., Masterson, J., Hammer Linzell, C., Mitchell-McCollough, J. and Flynn, N. (2019) Developing a complex portrait of content teaching for multilingual learners via nonlinear theoretical understandings. Review of Research in Education, 43 (1). pp. 304-335. ISSN 0091-732X doi: https://doi.org/10.3102/0091732X18820910 Papastefanou, T., Powell, D. and Marinis, T. (2019) Language and decoding skills in Greek-English primary school bilingual children: effects of language dominance, contextual factors and cross-language relationships between the heritage and the majority language. Frontiers in Communication, 4. 65. ISSN 2297-900X doi: https://doi.org/10.3389/fcomm.2019.00065 Stainthorp, R. (2019) Spelling: from words in the head to words on the page. In: Murphy, J. (ed.) The Research ED Guide to Literacy. John Catt Educational Ltd, Woodbridge, pp. 77-92. ISBN 9781912906420 Zhang, P. and Graham, S. (2019) Vocabulary learning through listening: comparing L2 explanations, teacher codeswitching, contrastive focus-on form and incidental learning. Language Teaching Research. ISSN 1477-0954 doi: https://doi.org/10.1177/1362168819829022 Zhang, P. and Graham, S. (2019) Vocabulary learning through listening: which words are easier or more difficult to learn and why? In: Clenton, J. and Paul, B. (eds.) Vocabulary and the four skills. Routledge. (In Press) Flynn, N. and Curdt-Christiansen, X.-L. (2018) Intentions versus enactment: making sense of policy and practice for teaching English as an additional language. Language and Education, 32 (5). pp. 410-427. ISSN 1747-7581 doi: https://doi.org/10.1080/09500782.2018.1475484 Graham, S. (2018) Teaching listening strategies. In: TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell. doi: https://doi.org/10.1002/9781118784235.eelt0611 Hofweber, J. and Graham, S. (2018) Linguistic creativity in language learning: investigating the impact of creative text materials and teaching approaches in the second language classroom. Scottish Languages Review, 33. pp. 19-28. ISSN 1756-039X doi: https://doi.org/10.6084/m9.figshare.5925100 Hsuan, C.-H., Tsai, H. J. and Stainthorp, R. (2018) The role of phonological and orthographic awareness in learning to read among Grade 1 and 2 students in Taiwan. Applied Psycholinguistics, 39 (1). pp. 117-143. ISSN 1469-1817 doi: https://doi.org/10.1017/S0142716417000194 Joseph, H. and Nation, K. (2018) Examining incidental word learning during reading in children: the role of context. Journal of Experimental Child Psychology, 166. pp. 190-211. ISSN 0022-0965 doi: https://doi.org/10.1016/j.jecp.2017.08.010 Santos, D. and Graham, S. (2018) What teachers say about listening and its pedagogy: a comparison between two countries. In: Burns, A. and Siegal, J. (eds.) International perspectives on teaching the four skills in ELT: Listening, speaking, reading, writing. Palgrave Macmillan, pp. 21-35. ISBN 9783319634432 Treffers-Daller, J. (2018) The measurement of bilingual abilities: central challenges. In: De Houwer, A. and Ortega, L. (eds.) The Cambridge Handbook of Bilingualism. Cambridge University Press, Cambridge, pp. 289-306. ISBN 9781316831922 doi: https://doi.org/10.1017/9781316831922.016 Treffers-Daller, J., Parslow, P. and Williams, S. (2018) Back to basics: how measures of lexical diversity can help discriminate between CEFR levels. Applied Linguistics, 39 (3). pp. 302-327. ISSN 1477-450X doi: https://doi.org/10.1093/applin/amw009 Woore, R., Graham, S., Porter, A., Courtney, L. and Savory, C., (2018) Foreign language education: unlocking reading (FLEUR) a study into the teaching of reading to beginner learners of French in secondary school. Project Report. Oxford University, Oxford. Atkinson, L., Slade, L., Powell, D. and Levy, J. P. (2017) Theory of mind in emerging reading comprehension: a longitudinal study of early indirect and direct effects. Journal of Experimental Child Psychology, 164. pp. 225-238. ISSN 0022-0965 doi: https://doi.org/10.1016/j.jecp.2017.04.007 Courtney, L. (2017) Transition in modern foreign languages: a longitudinal study of motivation for language learning and second language proficiency. Oxford Review of Education, 43 (4). pp. 462-481. ISSN 0305-4985 doi: https://doi.org/10.1080/03054985.2017.1329721 Courtney, L., Graham, S., Tonkyn, A. and Marinis, T. (2017) Individual differences in early language learning: a study of English learners of French. Applied Linguistics, 38 (6). pp. 824-847. ISSN 1477-450X doi: https://doi.org/10.1093/applin/amv071 Curdt-Christiansen, X.-L. (2017) Language socialization through textbooks. In: Duff, P. A. and May, S. (eds.) Language Socialization. Encyclopedia of Language and Education. Springer. ISBN 9783319022567 Edwards, V. (2017) The West Indian language issue in British Schools: challenges and responses. Routledge Revivals. Routledge, London, UK, pp168. ISBN 9781138305195 Edwards, V. and Redfern, A. (2017) At home in school. Routledge Revivals. Routledge, London, UK, pp192. ISBN 9781138301283 Edwards, V., Goodwin, J. and Wellings, A. (2017) English 7-14: every child's entitlement. Routledge Revivals. Routledge, London, UK, pp106. ISBN 9781138505353 Flynn, N. (2017) Language and literacy for children who are English language learners(ELLs): developing linguistically responsive teachers. In: Goodwin, P. (ed.) The Literate Classroom (4th edition). Routledge, Abingdon, UK, pp. 87-100. ISBN 9781138282605 Graham, S. (2017) Research into practice: listening strategies in an instructed classroom setting. Language Teaching, 50 (1). pp. 107-119. ISSN 1475-3049 doi: https://doi.org/10.1017/S0261444816000306 Graham, S., Courtney, L., Marinis, T. and Tonkyn, A. (2017) Early language learning: the impact of teaching and teacher factors. Language Learning, 67 (4). pp. 922-958. ISSN 0023-8333 doi: https://doi.org/10.1111/lang.12251 Liu, J. and Edwards, V. (2017) Trilingual education in China: perspectives from a university programme for minority students. International Journal of Multilingualism, 14 (1). pp. 38-52. ISSN 1747-7530 doi: https://doi.org/10.1080/14790718.2017.1258983 Micai, M., Joseph, H., Vulchanova, M. and Saldaña, D. (2017) Strategies of readers with autism when responding to inferential questions: an eye movement study. Autism Research, 10 (5). pp. 888-900. ISSN 1939-3806 doi: https://doi.org/10.1002/aur.1731 Trakulphadetkrai, N. V., Courtney, L., Clenton, J., Treffers-Daller, J. and Tsakalaki, A. (2017) The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study. International Journal of Bilingual Education and Bilingualism. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2017.1373742 Wang, Y. and Treffers-Daller, J. (2017) Explaining listening comprehension among L2 learners of English: the contribution of general language proficiency, vocabulary knowledge and metacognitive awareness. System, 65. pp. 139-150. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2016.12.013 Yap, N. T., Razak, R. A., Haman, E., Łuniewska, M. and Treffers-Daller, J. (2017) Construction of the Malay Cross-linguistic Lexical Task: a preliminary report. Language Studies Working Papers, 8. pp. 47-61. ISSN 2040-3461 Ye, L. and Edwards, V. (2017) A narrative inquiry into the identity formation of Chinese doctoral students in relation to study abroad. Race, Ethnicity and Education, 20 (6). pp. 865-876. ISSN 1470-109X doi: https://doi.org/10.1080/13613324.2017.1294570 Ye, W. and Edwards, V. (2017) Confucius Institute teachers in the UK: motivation, challenges and transformative learning. Race, Ethnicity and Education, 21 (6). pp. 843-857. ISSN 1470-109X doi: https://doi.org/10.1080/13613324.2017.1376636 Curdt-Christiansen, X.-L. (2016) Conflicting language ideologies and contradictory language practices in Singaporean bilingual families. Jounal of Multilingual and Multicultural Development, 37 (7). pp. 694-709. ISSN 0143-4632 doi: https://doi.org/10.1080/01434632.2015.1127926 Curdt-Christiansen, X.-L. and Sun, B. (2016) Nurturing bilingual learners: challenges and concerns in Singapore. International Journal of Bilingual Education and Bilingualism, 19 (6). pp. 689-705. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2016.1181606 Edwards, V. and Li, D. (2016) Overseas training for Chinese teachers of English. In: Van Deusen-Scholl, N. and May, S. (eds.) Second and foreign language education. Encyclopedia of Language and Education. Springer, Switzerland. ISBN 9783319023236 doi: https://doi.org/10.1007/978-3-319-02323-6_21-1 Goodwyn, A. (2016) Still growing after all these years? The resilience of the “Personal Growth model of English” in England and also internationally. English Teaching: Practice & Critique, 15 (1). pp. 7-21. ISSN 1175-8708 doi: https://doi.org/10.1108/etpc-12-2015-0111 Graham, S., Courtney, L., Tonkyn, A. and Marinis, T. (2016) Motivational trajectories for early language learning across the primary-secondary school transition. British Educational Research Journal, 42 (4). pp. 682-702. ISSN 1469-3518 doi: https://doi.org/10.1002/berj.3230 Hofweber, J., Marinis, T. and Treffers-Daller, J. (2016) Effects of dense code-switching on executive control. Linguistic Approaches to Bilingualism, 6 (5). pp. 648-668. ISSN 1879-9272 doi: https://doi.org/10.1075/lab.15052.hof Li, D., Zhang, X. and Edwards, V. (2016) Innovation and change in English teaching in the western provinces of China: the impact of overseas training. In: Chi-Kin Lee, J., Yu, Z., Huang, X. and Hau-fai Law, E. (eds.) Educational Development in Western China: Towards quality and equity. Sense Publishers, Rotterdam, pp. 191-214. ISBN 9789463002318 Perez, A., Joseph, H. S. S. L., Bajo, T. and Nation, K. (2016) Evaluation and revision of inferential comprehension in narrative texts: an eye movement study. Language, Cognition and Neuroscience, 31 (4). pp. 549-566. ISSN 2327-3801 doi: https://doi.org/10.1080/23273798.2015.1115883 Silva-Corvalan, C. and Treffers-Daller, J., eds. (2016) Language dominance in bilinguals: issues of measurement and operationalization. Cambridge University Press, Cambridge. ISBN 9781107044494 Stainthorp, R. (2016) The structure of literacy teaching: a case study from England. In: Cook, V. and Ryan, D. (eds.) The Routledge Handbook of the English Writing System. Routledge, London, pp. 235-257. ISBN 9780415715973 Stuart, M. and Stainthorp, R. (2016) Reading development and teaching. Sage, pp240. ISBN 9781446249031 Stuart, M. and Stainthorp, R. (2016) Supporting teachers in the teaching of reading, or what every teacher should know. Patoss Bulletin, 29 (1). ISSN 1476-1521 Sun, B. and Curdt-Christiansen, X.-L. (2016) Morphological awareness and reading development in bilingual English-Chinese children in Singapore. In: Silver, R. E. and Bokhorst-Heng, W. D. (eds.) Quadrilingual education in Singapore: Pedagogical innovation in language education. Education Innovation. Springer, Singapore, pp. 148-192. ISBN 9789812879653 Tang, C. and Treffers-Daller, J. (2016) Assessing incidental vocabulary learning by Chinese EFL learners: a test of the Involvement Load Hypothesis. In: Yu, G. and Jin, Y. (eds.) Assessing Chinese learners of English: language constructs, consequences and conundrums. Palgrave, London, pp. 121-149. ISBN 9781137449771 doi: https://doi.org/10.1057/9781137449788 Tavakoli, P. (2016) Fluency in monologic and dialogic task performance: challenges in defining and measuring L2 fluency. International Review of Applied Linguistics in Language Teaching, 54 (2). pp. 133-150. ISSN 1613-4141 doi: https://doi.org/10.1515/iral-2016-9994 Treffers-Daller, J. and Xu, Z. (2016) Can classroom learners use statistical learning? A new perspective on motion event construal in a second language. In: Alonso Alonso, R. (ed.) Crosslinguistic Influence in Second Language Acquisition. Second Language Acquisition. Multilingual Matters, Bristol, pp. 121-146. ISBN 9781783094813 Treffers-Daller, J., Daller, M., Furman, R. and Rothman, J. (2016) Ultimate attainment in the use of lexical collocations among heritage speakers of Turkish in Germany and Turkish-German returnees. Bilingualism: Language and Cognition, 19 (3). pp. 504-519. ISSN 1469-1841 doi: https://doi.org/10.1017/S1366728915000139 Wang, W. and Curdt-Christiansen, X.-L. (2016) Teaching Chinese to international students in China: political rhetoric and ground realities. The Asia-Pacific Education Researcher, 25 (5-6). pp. 723-734. ISSN 0119-5646 doi: https://doi.org/10.1007/s40299-016-0316-z Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children's reading “good enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). pp. 855-879. ISSN 1747-0218 doi: https://doi.org/10.1080/17470218.2015.1011176 Aslan, E. (2015) When the native is also a non-native: “retrodicting” the complexity of language teacher cognition. Canadian Modern Language Review, 71 (3). pp. 244-269. ISSN 1710-1131 doi: https://doi.org/10.3138/cmlr.2575 Charman, T., Ricketts, J., Dockrell, J. E., Lindsay, G. and Palikara, O. (2015) Emotional and behavioural problems in children with language impairments and children with autism spectrum disorders. International Journal of Language & Communication Disorders, 50 (1). pp. 84-93. ISSN 1368-2822 doi: https://doi.org/10.1111/1460-6984.12116 Curdt-Christiansen, X.-L. (2015) Family language policy in the Chinese community in Singapore: a question of balance? In: Li, W. (ed.) Multilingualism in the Chinese diaspora worldwide. Routledge critical studies in multilingualism. Routledge, London, pp. 255-275. ISBN 9781138794245 Curdt-Christiansen, X.-L. (2015) Ideological and tensions and contradictions in lower primary English teaching materials in Singapore. In: Curdt-Christiansen, X.-L. and Weninger, C. (eds.) Language, ideologies and education: The politics of textbooks in language education. Routledge, New York and London, pp. 129-145. ISBN 9780415840385 Curdt-Christiansen, X.-L. (2015) Striking a balance: cultural conflicts or cultural adaptation. The European Journal of Applied Linguistics and TEFL, 4 (2). pp. 73-92. ISSN 2192-1032 Curdt-Christiansen, X.-L. and Weninger, C. (2015) Introduction: ideology and the politics of language text books. In: Curdt-Christiansen, X.-L. and Weninger, C. (eds.) Language, ideologies and education: the politics of textbooks in language education. Routledge research in language education. Routledge, London, pp. 1-8. ISBN 9780415840385 Curdt-Christiansen, X.-L. and Weninger, C., eds. (2015) Language, ideologies and education: the politics of textbooks in language education. Routledge research in language education. Routledge, London, pp. 1-226. ISBN 9780415840385 De Silva, R. and Graham, S. (2015) The effects of strategy instruction on writing strategy use for students of different proficiency levels. System, 53. pp. 47-59. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2015.06.009 Edwards, V. (2015) ‘Doing school’: cross cultural encounters. TESOL in context, 25 (1). pp. 4-15. ISSN 1030-8385 Goodwyn, A. (2015) Is it still King Lear? English teachers and the e-reader phenomenon. In: Lin, T.-B., Chen, D. T. V. and Chai, C. S. (eds.) New media and learning in the 21st century: a Socio-Cultural Perspective. Springer, London, pp. 145-160. ISBN 9789812873255 doi: https://doi.org/10.1007/978-981-287-326-2 Graham, S. and Santos, D. (2015) Language learning in the public eye: an analysis of newspapers and official documents in England. Innovation in Language Learning and Teaching, 9 (1). pp. 72-85. ISSN 1750-1229 doi: https://doi.org/10.1080/17501229.2014.995766 Graham, S. and Santos, D. (2015) Strategies for second language listening: current scenarios and improved pedagogy. Palgrave Macmillan, Basingstoke, pp208. ISBN 9781137410511 doi: https://doi.org/10.1057/9781137410528 Joseph, H. S. S. L., Bremner, G., Liversedge, S. P. and Nation, K. (2015) Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children. Journal of Cognitive Psychology, 27 (5). pp. 622-639. ISSN 2044-592X doi: https://doi.org/10.1080/20445911.2015.1005095 Macaro, E., Graham, S. and Woore, R. (2015) Improving foreign language teaching: towards a research-based curriculum and pedagogy. Routledge, Abingdon, pp216. ISBN 9781138779495 Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915 Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972 Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909 Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972 Powell, D. (2015) The challenges of learning to read and write in English. Patoss Bulletin, 28 (1). pp. 2-6. ISSN 1476-1521 Silby, A. and Watts, M. (2015) Making the tacit explicit: children's strategies for classroom writing. British Educational Research Journal, 41 (5). pp. 801-819. ISSN 0141-1926 doi: https://doi.org/10.1002/berj.3176 Thompson, A. and Aslan, E. (2015) Multilingualism, perceived positive language interaction (PPLI), and learner beliefs: what do Turkish students believe? International Journal of Multilingualism, 12 (3). pp. 259-275. ISSN 1747-7530 doi: https://doi.org/10.1080/14790718.2014.973413 Treffers-Daller, J. (2015) The construct of language dominance, its operationalization and measurement. In: Silva-Corvalan, C. and Treffers-Daller, J. (eds.) Language Dominance in Bilinguals: Issues of Measurement and Operationalization. Cambridge University Press, Cambridge, pp. 235-265. ISBN 9781107044494 Treffers-Daller, J. and Calude, A. (2015) The role of statistical learning in the acquisition of motion event construal in a second language. International Journal of Bilingual Education and Bilingualism, 18 (5). pp. 602-623. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2015.1027146 Treffers-Daller, J. and Korybski, T. (2015) Using lexical diversity measures to operationalise language dominance in bilinguals. In: Silva-Corvalan, C. and Treffers-Daller, J. (eds.) Language dominance in bilinguals: issues of measurement and operationalization. Cambridge University Press, Cambridge, pp. 106-123. ISBN 9781107044494 Treffers-Daller, J. and Tidball, F. (2015) Can L2 learners learn new ways to conceptualise events? Evidence from motion event construal among English-speaking learners of French. In: Guijarro-Fuentes, P., Schmitz, K. and Müller, N. (eds.) The acquisition of French in multi-lingual contexts. Multilingual Matters, Bristol, pp. 145-184. ISBN 9781783094523 Warner, L. (2015) Virtual reality: the poem, the telephone and the telephone poem. The Use of English, 66 (3). pp. 8-12. ISSN 0042-1243 Warner, L. and Crolla, C. (2015) The practice of reading aloud in the high school: a preliminary investigation. English Teaching: Practice & Critique, 14 (3). pp. 419-426. ISSN 1175-8708 doi: https://doi.org/10.1108/ETPC-06-2015-0045 Cowan, R. and Powell, D. (2014) The contributions of domain-general and numerical factors to third-grade arithmetic skills and mathematical learning disability. Journal of Educational Psychology, 106 (1). pp. 214-229. ISSN 0022-0663 doi: https://doi.org/10.1037/a0034097 Curdt-Christiansen, X. L. (2014) Family language policy: is learning Chinese at odds with leaning English. In: Curdt-Christiansen, X.-L. and Hancock, A. (eds.) Learning Chinese in diasporic communities: many pathways to being Chinese. AILA Applied Linguistics Series (12). John Benjamins, Amsterdam, 35-56. Curdt-Christiansen, X. L. (2014) Planning for development or decline? Education policy for Chinese language in Singapore. Critical Inquiry in Language Studies, 11 (1). pp. 1-26. ISSN 1542-7587 doi: https://doi.org/10.1080/15427587.2014.871621 Curdt-Christiansen, X.-L. and Hancock, A., eds. (2014) Learning Chinese in diasporic communities: many pathways to being Chinese. AILA Applied Linguistics Series, 12. John Benjamins, Amsterdam, pp243. ISBN 9789027205292 Daller, M. H. and Treffers-Daller, J. (2014) Moving between languages: Turkish returnees from Germany. In: Menzel, B. and Engel, C. (eds.) Rückkehr in die Fremde? Ethnische Remigration russlanddeutscher Spätaussiedler. Ost-West-Express. Kultur und Übersetzung (21). Frank & Timme, Berlin, pp. 185-212. ISBN 9873865964663 Dockrell, J. E., Ricketts, J., Charman, T. and Lindsay, G. (2014) Exploring writing in products in students with language impairments and autism spectrum disorders. Learning and Instruction, 32. pp. 81-90. ISSN 0959-4752 doi: https://doi.org/10.1016/j.learninstruc.2014.01.008 Edwards, V. and Ngwaru, J. M. (2014) Language capital and development: the case of African language publishing for children in South Africa. International Journal of the Sociology of Language, 2014 (225). pp. 29-50. ISSN 1613-3668 doi: https://doi.org/10.1515/ijsl-2013-0064 Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720 Goodwyn, A. (2014) English and literacy in education – national policies. In: Leung, C. and Street, B. V. (eds.) The Routledge companion to English studies. Routledge, Abingdon, pp. 16-32. ISBN 9780415676182 Graham, S., Courtney, L., Marinis, T. and Tonkyn, A., (2014) Primary Modern Languages: the impact of teaching approaches on attainment and preparedness for secondary school language learning. Project Report. University of Reading (Unpublished) Graham, S., Santos, D. and Francis-Brophy, E. (2014) Teacher beliefs about listening in a foreign language. Teaching and Teacher Education, 40. pp. 44-60. ISSN 0742-051X doi: https://doi.org/10.1016/j.tate.2014.01.007 Joseph, H. S. S. L., Wonnacott, E., Forbes, P. and Nation, K. (2014) Becoming a written word: eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133 (1). pp. 238-248. ISSN 0010-0277 doi: https://doi.org/10.1016/j.cognition.2014.06.015 Li, D. and Edwards, V. (2014) English language teaching and educational reform in Western China: a knowledge management perspective. System, 47. pp. 88-101. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2014.09.019 Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ. Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse Powell, D., Stainthorp, R. and Stuart, M. (2014) Deficits in orthographic knowledge in children poor at rapid automatized naming (RAN) tasks? Scientific Studies of Reading, 18 (3). pp. 192-207. ISSN 1088-8438 doi: https://doi.org/10.1080/10888438.2013.862249 Rassool, N. (2014) Considering heteroglossia in language and development in Sub-Saharan Africa. International Journal of the Sociology of Language, 2014 (225). pp. 51-73. ISSN 0165-2516 doi: https://doi.org/10.1515/ijsl-2013-0065 Ricketts, J., Sperring, R. and Nation, K. (2014) Educational attainment in poor comprehenders. Frontiers in Psychology, 5. 445. ISSN 1664-1078 doi: https://doi.org/10.3389/fpsyg.2014.00445 Rothman, J. and Treffers-Daller, J. (2014) A prolegomenon to the construct of the native speaker: heritage speaker bilinguals are natives too! Applied Linguistics, 35 (1). pp. 93-98. ISSN 1477-450X doi: https://doi.org/10.1093/applin/amt049 Stainthorp, R. (2014) Dyslexia and remediation/education: where next? Current developmental disorders reports, 1 (4). pp. 260-266. ISSN 2196-2987 doi: https://doi.org/10.1007/s40474-014-0029-z Babayigit, S. and Stainthorp, R. (2013) Correlates of early reading comprehension skills: a componential analysis. Educational Psychology, 34 (2). pp. 185-207. ISSN 0144-3410 doi: https://doi.org/10.1080/01443410.2013.785045 Bush, A., Silk, M., Porter, J. and Howe, P. D. (2013) Disability [sport] and discourse: stories within the Paralympic legacy. Reflective Practice, 14 (5). pp. 632-647. ISSN 1470-1103 doi: https://doi.org/10.1080/14623943.2013.835721 Courtney, L. (2013) The role of context in forming young learners' attitudes and motivation to learning French. In: Archibald, E. (ed.) Multilingual Theory and Practice in Applied Linguistics. Proceedings of the 45th Annual Meeting of the British Association for Applied Linguistics. British Association for Applied Linguistics, pp. 47-50. ISBN 9780955953354 Curdt-Christiansen, X. L. (2013) Family language policy: realities and continuities. Language Policy, 12 (1). pp. 1-6. ISSN 1573-1863 doi: https://doi.org/10.1007/s10993-012-9269-0 Curdt-Christiansen, X. L. and Silver, R. (2013) New wine into old skins: the enactment of literacy policy in Singapore. Language and Education, 27 (3). pp. 246-260. ISSN 1747-7581 doi: https://doi.org/10.1080/09500782.2012.704046 Curdt-Christiansen, X.-L. (2013) Negotiating family language policy: doing homework. In: Schwartz, M. and Verschik, A. (eds.) Successful family language policy: parents, children and educators in interaction. Multilingual Education, 7. Springer, Dordrecht, Netherlands, pp. 277-295. ISBN 9789400777521 doi: https://doi.org/10.1007/978-94-007-7753-8 Goodwyn, A. (2013) Machines to think with? E-books, Kindles and English teachers, the much prophesied death of the book revisited. In: Goodwyn, A., Reid, L. and Durrant, C. (eds.) International perspectives on teaching English in a globalised world. National Association for the Teaching of English (NATE). Routledge, Abingdon, pp. 65-78. ISBN 9780415504461 Goodwyn, A. (2013) Machines to think with? E-books, Kindles and English teachers, the much prophesied death of the book revisited. Changing English, 20 (2). pp. 148-159. ISSN 1358-684X doi: https://doi.org/10.1080/1358684X.2013.788294 Goodwyn, A. (2013) Reading is now 'cool': a study of English teachers' perspectives on e-reading devices as a challenge and an opportunity. Educational Review, 66 (3). pp. 263-275. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2013.768960 Goodwyn, A., Reid, L. and Durrant, C., eds. (2013) International perspectives on teaching English in a globalised world. Routledge, pp. 1-288. ISBN 9780415504461 Graham, S. and Santos, D. (2013) Selective listening in L2 learners of French. Language Awareness, 22 (1). pp. 56-75. ISSN 1747-7565 doi: https://doi.org/10.1080/09658416.2011.652634 Joseph, H. S. S. L. and Liversedge, S. P. (2013) Children’s and adults’ processing of syntactically ambiguous sentences during reading. PLoS ONE, 8 (1). e54141. ISSN 1932-6203 doi: https://doi.org/10.1371/journal.pone.0054141 Joseph, H. S. S. L., Nation, K. and Liversedge, S. P. (2013) Using eye movements to investigate word frequency effects in children’s sentence reading. School Psychology Review, 42 (2). pp. 207-222. ISSN 0279-6015 Li, D. and Edwards, V. (2013) The impact of overseas training on curriculum innovation and change in English language education in Western China. Language Teaching Research, 17 (4). pp. 390-408. ISSN 1477-0954 doi: https://doi.org/10.1177/1362168813494124 Lockwood, M. (2013) “Bad talk” made good: language variety in four Caribbean British children’s poets. Children's Literature in Education, 45 (1). pp. 74-88. ISSN 1573-1693 doi: https://doi.org/10.1007/s10583-013-9202-y Perkins, M. (2013) Student teachers’ perceptions of reading and the teaching of reading: the implications for teacher education. European Journal of Teacher Education, 36 (3). pp. 293-306. ISSN 0261-9768 doi: https://doi.org/10.1080/02619768.2013.763790 Porter, J. (2013) Be careful how you ask! Using focus groups and nominal group technique to explore the barriers to learning. International Journal of Research & Method in Education, 36 (1). pp. 33-51. ISSN 1743-7288 doi: https://doi.org/10.1080/1743727X.2012.675554 Porter, J., Georgeson, J., Daniels, H., Martin, S. and Feiler, A. (2013) Reasonable adjustments for disabled pupils: what support do parents want for their child? European Journal of Special Needs Education, 28 (1). pp. 1-18. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2012.742747 Rassool, N. (2013) The political economy of English language and development: English vs national and local languages in developing countries. In: Erling, E. J. and Seargeant, P. (eds.) English and international development: policy, pedagogy and globalization. Critical Language and Literacy Studies. Multilingual Matters, Bristol, pp. 45-67. ISBN 9781847699466 Reichle, E. D., Liversedge, S. P., Drieghe, D., Blythe, H. I., Joseph, H. S. S. L., White, S. J. and Rayner, K. (2013) Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill. Developmental Review, 33 (2). pp. 110-149. ISSN 0273-2297 doi: https://doi.org/10.1016/j.dr.2013.03.001 Ricketts, J., Jones, C. R. G., Happé, F. and Charman, T. (2013) Reading comprehension in autism spectrum disorders: The role of oral language and social functioning. Journal of Autism and Developmental Disorders, 43 (4). pp. 807-816. ISSN 0162-3257 doi: https://doi.org/10.1007/s10803-012-1619-4 Silver, R., Curdt-Christiansen, X.-L., Wright, S. and Stinson, M. (2013) Working through the layers: curriculum implementation in language education. In: Deng, Z., Gopinathan, S. and Lee, C. (eds.) Globalization and the Singapore Curriculum: From policy to classroom. Springer, London, pp. 151-167. ISBN 9789814451574 Stainthorp, R., Powell, D. and Stuart, M. (2013) The relationship between rapid naming and word spelling in English. Journal of Research in Reading, 36 (4). pp. 371-388. ISSN 1467-9817 doi: https://doi.org/10.1111/jrir.12002 Treffers-Daller, J. (2013) Measuring lexical diversity among L2 learners of French: an exploration of the validity of D, MTLD and HD-D as measures of language ability. In: Jarvis, S. and Daller, M. (eds.) Vocabulary knowledge: human ratings and automated measures. Benjamins, Amsterdam, pp. 79-104. ISBN 9789027241887 Treffers-Daller, J. and Milton, J. (2013) Vocabulary size revisited: the link between vocabulary size and academic achievement. Applied Linguistics Review, 4 (1). pp. 151-172. ISSN 1868-6311 doi: https://doi.org/10.1515/applirev-2013-0007 Curdt-Christiansen, X. L. (2012) Implicit learning and imperceptible influence: Syncretic literacy of multilingual Chinese children. Journal of Early Childhood Literacy, 13 (3). pp. 348-370. ISSN 1741-2919 doi: https://doi.org/10.1177/1468798412455819 Curdt-Christiansen, X. L. and Silver, R. E. (2012) Educational reforms, cultural clashes and classroom practices. The Cambridge Journal of Education, 42 (2). pp. 141-161. ISSN 1469-3577 doi: https://doi.org/10.1080/0305764X.2012.676631 Edwards, V. and Ngwaru, J. M. (2012) African language books for children: issues for authors. Language, Culture and Curriculum, 25 (2). pp. 123-137. ISSN 1747-7573 doi: https://doi.org/10.1080/07908318.2011.629051 Goodwyn, A. (2012) One size fits all: the increasing standardisation of English teachers' work in England. English Teaching: Practice and Critique, 11 (4). pp. 36-53. ISSN 1175-8708 Goodwyn, A. (2012) The status of literature: English teaching and the condition of literature teaching in schools. English in Education, 46 (3). pp. 212-227. ISSN 0425-0494 doi: https://doi.org/10.1111/j.1754-8845.2012.01121.x Goodwyn, A. and Fuller, C. (2012) Outstanding teachers, practice and ICT use. Advancing Education, 2012. Graham, S., MacFadyen, T. and Richards, B. (2012) Learners’ perceptions of being identified as very able: insights from Modern Foreign Languages and Physical Education. Journal of Curriculum Studies, 44 (3). pp. 323-348. ISSN 1366-5839 doi: https://doi.org/10.1080/00220272.2012.662525 Hawthorne, S., Goodwyn, A., George, M., Reid, L. and Shoffner, M. (2012) Extending the conversation: The state of English education: considering possibilities in troubled times. English Education, 44 (3). ISSN 1943-2216 Hyder, E. (2012) Serving two masters: a reflective narrative of reconciling the tensions faced in designing doctoral research. English Teaching: Practice and Critique, 11 (2). pp. 128-144. ISSN 1175-8708 Larrañaga, P., Treffers-Daller, J., Tidball, F. and Gil Ortega, M.-c. (2012) L1 transfer in the acquisition of manner and path in Spanish by native speakers of English. International Journal of Bilingualism, 16 (1). pp. 117-138. ISSN 1756-6878 doi: https://doi.org/10.1177/1367006911405577 Li, D. (2012) Easing transition and promoting a positive student experience within an international partnership scheme for British and Chinese teachers. Journal of Research in International Education, 11 (1). pp. 32-49. ISSN 1741-2943 doi: https://doi.org/10.1177/1475240911434338 Li, D. (2012) Out of the ivory tower: the impact of wider social contact on the values, religious beliefs and identities of Chinese postgraduate students in the UK. Race, Ethnicity and Education, 12 (2). pp. 241-258. ISSN 1470-109X doi: https://doi.org/10.1080/13613324.2011.585339 Lockwood, M. (2012) Attitudes to reading in English primary schools. English in Education, 46 (3). pp. 228-246. ISSN 0425-0494 doi: https://doi.org/10.1111/j.1754-8845.2012.01132.x Lockwood, M. (2012) Changing standards revisited: children’s awareness and knowledge of features of written standard English at ages 10-11. Changing English, 13 (1). pp. 17-28. ISSN 1358-684X doi: https://doi.org/10.1080/13586840500523455 Malvern, D. D. and Richards, B. (2012) Measures of lexical richness. In: Chapelle, C. (ed.) The Encyclopedia of Applied Linguistics. Blackwell/Wiley. ISBN 9781405194730 Murjas, T. (2012) Surviving Objects. [Performance] Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A. and Georgeson, J. (2012) Supporting schools in identifying and safeguarding the needs of disabled children: the challenges for data collection. Educational Review, 64 (1). pp. 77-98. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2011.571766 Rassool, N. (2012) English and migration. In: Hewing, A. and Tagg, C. (eds.) The Politics of English: conflict, competition, co-existence. Worlds of English. Routledge, London. ISBN 9780415674256 Treffers-Daller, J. (2012) Grammatical collocations and verb-particle constructions in Brussels French: a corpus-linguistic approach to transfer. International Journal of Bilingualism, 16 (1). pp. 53-82. ISSN 1367-0069 doi: https://doi.org/10.1177/1367006911403213 Treffers-Daller, J. (2012) Thinking for speaking and linguistic relativity among bilinguals: towards a new research agenda. Language, Interaction and Acquisition, 3 (2). pp. 288-300. ISSN 1879-7873 doi: https://doi.org/10.1075/lia.3.2.06tre Treffers-Daller, J. and Sakel, J., eds. (2012) New perspectives on transfer among bilinguals and L2 users. International Journal of Bilingualism, 16 (1). SAGE, London, pp174. Warner, L. (2012) 'Damaging mythology'. In: Kempe, A. (ed.) Drama, disability and education. Routledge, London, pp. 37-47. ISBN 9780415675048 Yassaei, S. (2012) Reflective practice among MATESOL graduates in the UAE: theoretical construct or ongoing benefit? Reflective Practice, 13 (2). pp. 255-270. ISSN 1470-1103 doi: https://doi.org/10.1080/14623943.2011.626399 Babayigit, S. and Stainthorp, R. (2011) Modeling the relationships between cognitive–linguistic skills and literacy skills: new insights from a transparent orthography. Journal of Educational Psychology, 103 (1). pp. 169-189. ISSN 0022-0663 doi: https://doi.org/10.1037/a0021671 Blythe, H. I. and Joseph, H. S. S. L. (2011) Children’s eye movements during reading. In: Liversedge, S. P., Gilchrist, I. and Everling, S. (eds.) The Oxford Handbook of Eye Movements. Oxford University Press, Oxford, pp. 643-662. ISBN 9780199539789 Burrell, D., Graham, S., Medley, D., Richards, B. and Roberts, J. (2011) The development and application of a diagnostic test for trainee foreign language teachers. In: O'Sullivan, B. (ed.) Language testing: theory and practice. Palgrave, Oxford, pp. 208-227. ISBN 9780230230620 Daller, M. H., Treffers-Daller, J. and Furman, R. (2011) Transfer of conceptualisation patterns in bilinguals: the construal of motion events in Turkish and German. Bilingualism: Language and Cognition, 14 (1). pp. 95-119. ISSN 1469-1841 doi: https://doi.org/10.1017/S1366728910000106 Edwards, V. (2011) Globalization and multilingualism: the case of the UK. Intercultural Communication Studies, 20 (1). pp. 27-35. ISSN 1057-7769 Edwards, V. and Li, D., (2011) Confucius, constructivism and the impact of continuing professional development of teachers of English in China. ELT Research Papers 11-02. Report. British Council, Manchester. pp23. ISBN 9780863556739 Edwards, V. and Ngwaru, J. M. (2011) African language publishing for children in South Africa: challenges for translators. International Journal of Bilingual Education and Bilingualism, 14 (5). pp. 589-602. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2011.558618 Edwards, V. and Ngwaru, J. M. (2011) Multilingual education in South Africa: the role of publishers. Journal of Multilingual and Multicultural Development, 32 (5). pp. 435-450. ISSN 1747-7557 doi: https://doi.org/10.1080/01434632.2011.592192 Feiler, A., Porter, J., Daniels, H., Georgeson, J., Hacker, J. and Martin, S. (2011) The use and usefulness of a parent questionnaire to help schools identify disability. Journal of Research in Special Educational Needs, 12 (1). pp. 22-27. ISSN 1471-3802 doi: https://doi.org/10.1111/j.1471-3802.2011.01199.x Goodwyn, A. (2011) English teachers in the digital age – a case study of policy and expert practice from England. English in Australia, 46 (1). pp. 53-61. ISSN 0155-2147 Goodwyn, A. (2011) Literary reading: the challenge of getting young people to experience poetry. In: Lockwood, M. (ed.) Bringing Poetry Alive: a Guide to Classroom Practice. Sage, London, pp. 129-142. ISBN 9780857020734 Goodwyn, A. C. and Fuller, C. L., eds. (2011) The great literacy debate: a critical response to the Literacy Strategy and the Framework for English. Routledge, London, pp182. ISBN 9780415597630 Graham, S. (2011) Self-efficacy and academic listening. Journal of English for Academic Purposes, 10 (2). pp. 113-117. ISSN 1475-1585 doi: https://doi.org/10.1016/j.jeap.2011.04.001 Graham, S., Santos, D. and Vanderplank, R. (2011) Exploring the relationship between listening development and strategy use. Language Teaching Research, 15 (4). pp. 435-456. ISSN 1477-0954 doi: https://doi.org/10.1177/1362168811412026 Li, D., (2011) Confucius, constructivism and the impact of continuing professional development on teachers of English in China. ELT Research Papers 11–03. Report. British Council ISBN 9780863556739 Lockwood, M., ed. (2011) Bringing poetry alive: a guide to classroom practice. SAGE, London, pp160. ISBN 9780857020734 Perkins, M. (2011) Teaching poetry in the early years. In: Lockwood, M. (ed.) Bringing poetry alive. Sage, London, pp. 26-37. ISBN 9780857020734 Porter, J. (2011) The challenge of using multiple methods to gather the views of children. In: Daniels, H. and Hedegaard, M. (eds.) Vygotsky and Special Needs Education: Rethinking Support for Children and Schools. Continuum, London, pp. 30-47. ISBN 9781441198587 Porter, J., Daniels, H., Feiler, A. and Georgeson, J. (2011) Collecting disability data from parents. Research Papers in Education, 26 (4). pp. 427-443. ISSN 1470-1146 doi: https://doi.org/10.1080/02671520903281625 Porter, J., Daniels, H., Feiler, A. and Georgeson, J. (2011) Recognising the needs of every disabled child: the development of tools for a disability census. British Journal of Special Education, 38 (3). pp. 120-125. ISSN 1467-8578 doi: https://doi.org/10.1111/j.1467-8578.2011.00509.x Powell, D. and Dixon, M. (2011) Does SMS text messaging help or harm adults’ knowledge of standard spelling? Journal of Computer Assisted Learning, 27 (1). pp. 58-66. ISSN 1365-2729 doi: https://doi.org/10.1111/j.1365-2729.2010.00403.x Rassool, N. and Edwards, V. (2011) Multilingualism in African schools: constraints and possibilities. Language and Education, 24 (4). pp. 277-281. ISSN 1747-7581 doi: https://doi.org/10.1080/09500781003678720 (special issue 'Multilingualism in African schools: constraints and possibilities') Treffers-Daller, J. (2011) Chercher pour or chercher après: arguing the case for contact-induced linguistic innovation in different varieties of French. In: Martineau, F. and Nadasdi, T. (eds.) Le francais en contact. Hommages a Raymond Mougeon. Universite de Laval, Canada, pp. 375-392. ISBN 9782763793177 Treffers-Daller, J. (2011) Operationalising and measuring language dominance. International Journal of Bilingualism, 15 (2). pp. 147-163. ISSN 1756-6878 doi: https://doi.org/10.1177/1367006910381186 Warner, L. (2011) Disabled characters in plays. Changing English: Studies in Culture and Education, 18 (4). pp. 371-382. ISSN 1469-3585 doi: https://doi.org/10.1080/1358684X.2011.630196 Warner, L. (2011) Lifting the Wife of Bath off the page. NATE Classroom (14). pp. 48-50. ISSN 1753-6162 Warner, L. (2011) Teaching poetry to teenagers. In: Lockwood, M. (ed.) Bringing Poetry Alive: A Guide to Classroom Practice. Sage, London, pp. 99-112. ISBN 9780857020734 Yassaei, S. (2011) Action research: a step toward understanding classroom life. In: Coombe, C., Stephenson, L. and Abu Rmaileh, S. (eds.) Leadership & management in English language teaching. TESOL Arabia, pp. 209-218. Abdelhameed, H. and Porter, J. (2010) Verbal short‐term memory performance in pupils with Down Syndrome. International Journal of Disability, Development and Education, 57 (4). pp. 427-438. ISSN 1034-912X doi: https://doi.org/10.1080/1034912x.2010.524446 Babayiğit, S. and Stainthorp, R. W. (2010) Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study. Reading and writing: an interdisciplinary journal, 23 (5). pp. 539-568. ISSN 0922-4777 doi: https://doi.org/10.1007/s11145-009-9173-y Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, C. and Heins, B., (2010) Languages Learning at Key Stage 2. A Longitudinal Study. Final report. Research Report DCSF. RR198. Report. Department for Children, Schools and Families pp169. ISBN 9781847756398 Curdt-Christiansen, X. L. (2010) Competing priorities: Singapore teachers’ perspectives on critical literacy. International Journal of Educational Research, 49 (6). pp. 184-194. ISSN 0883-0355 Goodwyn, A. (2010) The expert teacher of English. The expert teacher . Routledge, Abingdon, UK, pp192. ISBN 9780415316965 Goodwyn, A. (2010) The status of literature in a national curriculum: a case study of England. English in Australia, 45 (1). pp. 18-27. Goodwyn, A. C. (2010) Becoming an English teacher: identity, self-knowledge and expertise. In: Davidson, J., Daly, C. and Moss, J. (eds.) Debates in English teaching. Routledge, Abingdon, pp. 18-36. ISBN 9780415569163 Graham, S. J., Santos, D. and Vanderplank, R. (2010) Strategy clusters and sources of knowledge in French L2 listening comprehension. Innovation in Language Learning and Teaching, 4 (1). pp. 1-20. ISSN 1750-1229 doi: https://doi.org/10.1080/17501220802385866 Hepburn, E., Egan, B. and Flynn, N. (2010) Vocabulary acquisition in young children: the role of the story. Journal of Early Childhood Literacy, 10 (2). pp. 159-182. ISSN 1741-2919 doi: https://doi.org/10.1177/1468798410363754 Lockwood, M. (2010) Opening the wardrobe of voices: standard English and language study at Key Stage 2. In: Goodwin, P. (ed.) The literate classroom. 3rd edition. Routledge. ISBN 9780415584081 Porter, J. and Daniels, H. (2010) Using non-directive research methods to explore the barriers and supports to learning. In: Prasher, V. P. (ed.) Contemporary Issues in Intellectual Disabilities. Nova Science, New York, pp. 191-196. ISBN 9781616680237 Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A. and Georgeson, J., (2010) Testing of disability identification tool for schools. Report. University of Bath/Department of Education Rassool, N. (2010) Flexible identitites: exploring 'race' and gender issues amongst a group of immigrant pupils in an inner-city comprehensive school. In: Torrance, H. (ed.) Qualitative research methods in education. Fundamental issues in applied research, 3. Sage, London. ISBN 9781848602076 Riches, C. and Curdt-Christiansen, X.-L. (2010) A tale of two Montreal communities: parental perspectives on their children's multi-lingual and multi-literate development. Canadian Modern Language Review, 66 (4). pp. 525-555. ISSN 1710-1131 doi: https://doi.org/10.3138/cmlr.66.4.525 Silva, G. V. and Santos, D. (2010) Business communication in less commonly taught languages: teaching suggestions through discourse analysis. Journal of the National Council of Less Commonly Taught Languages, 8. pp. 1-20. Stainthorp, R. W., Stuart, M., Powell, D., Quinlan, P. and Garwood, H. (2010) Visual processing deficits in children with slow RAN performance. Scientific Studies of Reading, 14 (3). pp. 266-292. ISSN 1088-8438 doi: https://doi.org/10.1080/10888431003724070 Treffers-Daller, J. (2010) Borrowing. In: Fried, M., Östman, J.-O. and Verschueren, J. (eds.) Variation and change: pragmatic perspectives. Handbook of pragmatics highlights (6). John Benjamins, Amsterdam / Philadelphia, pp. 17-35. ISBN 9789027289179 Blythe, H. I., Liversedge, S. P., Joseph, H., White, S. J. and Rayner, K. (2009) Visual information capture during fixations in reading for children and adults. Vision Research. ISSN 0042-6989 doi: https://doi.org/10.1016/j.visres.2009.03.015 Broad, S. E. (2009) Historical or hysterical? Periodising family breakdown in contemporary children’s literature. IBBYlink, 25. pp. 3-5. Constantinidou, M. and Stainthorp, R. W. (2009) Phonological awareness and reading speed deficits in reading disabled Greek-speaking children. Educational Psychology, 29 (2). pp. 171-186. ISSN 0144-3410 doi: https://doi.org/10.1080/01443410802613483 Curdt-Christiansen, X. L. (2009) Invisible and visible language planning: ideological factors in the family language policy of Chinese immigrant families in Quebec. Language Policy, 8 (4). pp. 351-375. ISSN 1573-1863 doi: https://doi.org/10.1007/s10993-009-9146-7 Curdt-Christiansen, X.-L. (2009) Love of reading: the evaluation of KidsREAD programme in Singapore. The International Journal of Learning, 16 (9). pp. 69-85. ISSN 1447-9494 Daniels, H. and Porter, J. (2009) Learning needs and difficulties among children of primary school age: definition, identification, provision and issues. In: Alexander, R., Doddington, C., Gray, L., Hargreaves, L. and Kershner, R. (eds.) The Cambridge Primary Review Research Surveys. Routledge, London, U. K., pp. 217-240. ISBN 9780415548694 Daniels, H., Lauder, H. and Porter, J., eds. (2009) Educational theories, cultures and learning : a critical perspective. Critical Perspectives on Education. Routledge, Abingdon, U. K., pp256. ISBN 9780415491181 Daniels, H., Lauder, H. and Porter, J. (2009) Introduction: from Plato to Monday morning. In: Daniels, H., Lauder, H. and Porter, J. (eds.) Knowledge, Values and Educational Policy. Routledge, London, U.K., pp. 1-6. ISBN 9780415491198 doi: https://doi.org/10.4324/9780203378595 Fabrício, B. F. and Santos, D. (2009) The (re-)framing process as a collaborative locus for change. In: Cook, G. and North, S. (eds.) Applied linguistics in action: a reader. Routledge, London. ISBN 9780415545471 Goodwyn, A. (2009) English teachers in the digital age: a case study of policy and expert practice from England. English in Aotearoa, 69. pp. 36-44. ISSN 0113-7867 Jeffries, L., Malcolm, D., Rodgers, J., Santos, D. and Schedl, M. (2009) Symposium on reading. In: IATEFL Annual Conference, 01-04 Apr 2009, Cardiff, UK, pp. 181-183. Joseph, H. S. S. L., Liversedge, S. P., Blythe, H. I., White, S. J. and Rayner, K. (2009) Word length and landing position effects during reading in children and adults. Vision Research, 49 (16). pp. 2078-2086. ISSN 0042-6989 doi: https://doi.org/10.1016/j.visres.2009.05.015 Marsden, E. and Graham, S. J. (2009) Review of doctoral research in second-language teaching and learning in England (2006). Language Teaching, 42 (3). pp. 369-396. ISSN 0261-4448 doi: https://doi.org/10.1017/s0261444809005783 Porter, J. (2009) Diversity and equity: introduction. In: Daniels, H., Porter, J. and Lauder, H. (eds.) Knowledge Values and Educational Policy. Routledge, pp. 111-113. ISBN 9780415491198 Porter, J. (2009) Missing out? Challenges to hearing the views of all children on the barriers and supports to learning. Education 3-13, 37 (4). pp. 349-360. ISSN 0300-4279 doi: https://doi.org/10.1080/03004270903099892 Porter, J. (2009) The person in education: introduction. In: Daniels, H., Lauder, H. and Porter, J. (eds.) Educational Theories, Cultures and Learning. Routledge, Abingdon, U. K., pp. 51-53. ISBN 9780415491181 doi: https://doi.org/10.4324/9780203379417 Smith, R., Kullman, J., Gray, J., Wharton, S., Santos, D. and Pennycook, A. (2009) Critical approaches to coursebooks. In: IATEFL Annual Conference, 7-11 Apr 2008, Exeter, UK, pp. 78-80. Stainthorp, R. W. and Rauf, N. (2009) An investigation of the influence of the transcription skills of handwriting and spelling on the quality of text writing by girls and boys in Key Stage 2. Handwriting Today, 8. pp. 8-13. ISSN 1744-036X Treffers-Daller, J. (2009) Language dominance and lexical diversity: how bilinguals and L2 learners differ in their knowledge and use of French lexical and functional items. In: Richards, B., Daller, H. M., Malvern, D. D., Milton, J. and Treffers-Daller, J. (eds.) Vocabulary studies in first and second language acquisition. The interface between theory and application. Palgrave, Basingstoke, UK, pp. 74-90. ISBN 9780230206687 Treffers-Daller, J. (2009) Code-switching and transfer: an exploration of similarities and differences. In: Bullock, B. E. and Toribio, A. J. (eds.) The Cambridge handbook of linguistic code-switching. Cambridge handbooks in language and linguistics. Cambridge University Press, Cambridge, pp. 58-74. ISBN 9780521875912 Broad, S. E. (2008) Beyond Belief: Harry Potter in text and film. Journal of Children's Literature Studies, 5 (1). ISSN 1743-0526 Curdt-Christiansen, X. L. (2008) Reading the world through words: cultural themes in heritage Chinese language textbooks. Language and Education, 22 (2). pp. 95-113. ISSN 1747-7581 doi: https://doi.org/10.2167/le721.0 Daniels, H. and Porter, J. (2008) Self assessment as preparation for participation. In: Lascioli, A. (ed.) Pedagogia speciale in Europa. FrancoAngeli, Verona, Italy. ISBN 9788846496331 Daniels, H., Lauder, H. and Porter, J. (2008) The Routledge companion to education. Routledge, London. Fairfield, C. A., Kempe, A. J. and Richards, B. J. (2008) Reported voice difficulties and vocal symptoms in trainee PGCE secondary teachers. In: Choice for Voice Conference, 10-12 July, London. Graham, S., Santos, D. and Vanderplank, R. (2008) Listening comprehension and strategy use: a longitudinal exploration. System, 36 (1). pp. 52-68. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2007.11.001 Graham, S. J. and Macaro, E. (2008) Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58 (4). pp. 747-783. ISSN 0023-8333 doi: https://doi.org/10.1111/j.1467-9922.2008.00478.x Graham, S. J., Richards, B. J. and Malvern, D. D. (2008) Progress in learning French vocabulary in a one-year advanced course at school. Journal of French Language Studies, 18 (3). pp. 349-364. ISSN 0959-2695 doi: https://doi.org/10.1017/S0959269508003499 Joseph, H., Liversedge, S. P., Blythe, H. I., White, S. J., Gathercole, S. E. and Rayner, K. (2008) Children’s and Adults’ Processing of Anomaly and Implausibility during Reading: Evidence from Eye Movements. Quarterly Journal of Experimental Psychology. ISSN 1747-0218 Macaro, E. and Graham, S. J. (2008) The development of the passé composé in lower-intermediate learners of French as a second language. Language Learning Journal, 36 (1). pp. 5-19. ISSN 1753-2167 doi: https://doi.org/10.1080/09571730801988454 Milton, J., Daller, H., Malvern, D., Meara, P., Richards, B. and Treffers-Daller, J., eds. (2008) Vocabulary. Language Learning Journal (special issue), 36 (2). Routledge, pp. 135-265. Perkins, M. (2008) Literature for the very young. In: Goodwin, P. E. (ed.) Understanding Children's Books: A Guide for Education Professionals. Sage, London, pp. 21-31. ISBN 9781847870322 Porter, J. and Lacey, P. (2008) Safe-guarding the needs of children with a visual impairment in non-VI special schools. British Journal of Visual Impairment, 26 (1). pp. 50-62. ISSN 0264-6196 doi: https://doi.org/10.1177/0264619607083834 Porter, J., Daniels, H., Georgeson, J., Feiler, A., Hacker, J., Tarleton, B., Gallop, V. and Watson, D., (2008) Disability data collection for children's services. Report. UNSPECIFIED Rassool, N. (2008) Language policy and education in Britain. In: May, S. and Hornberger, N. (eds.) Encyclopedia of language and education. 2nd edition. Springer , New York , pp. 267-284. ISBN 9780387328751 doi: https://doi.org/10.1007/978-0-387-30424-3_20 (Volume 1: Language Policy and Political Issues in Education) Richards, B. and Roberts, J. (2008) Diagnostic assessment for trainee teachers of French. In: 41st annual meeting of the British Association for Applied Linguistics, 11-13 Sept 2008, Swansea. (Unpublished) Richards, B. J., Malvern, D. D. and Graham, S. J. (2008) Word frequency and trends in the development of French vocabulary in lower intermediate students during Year 12 in English schools. Language Learning Journal, 36 (2). pp. 199-213. ISSN 0957-1736 doi: https://doi.org/10.1080/09571730802390098 Santos, D. and Silva, G. V. (2008) Authenticating materials through critical thinking: the case of teaching and learning suggestions in Portuguese. Hispania, 91 (1). pp. 109-122. ISSN 0018-2133 Santos, D. and Silva, G. V. (2008) Making suggestions in the workplace: insights from learner and native-speaker discourses. Hispania, 91 (3). pp. 651-664. ISSN 0018-2133 Santos, D. and Silva, G. V. (2008) The orchestration of voices in conversation sessions: rules and roles developed by participants. In: Wiedemann, L. and Scaramucci, M.V.R. (eds.) Português para falantes de Espanhol: ensino e aquisição: artigos selecionados escritos em Português e Inglês / Portuguese for Spanish speakers: teaching and acquisition: selected articles written in Portuguese and English. Pontes Editores, Campinas, Brazil, pp. 135-156. ISBN 9788571132795 Tidball, F. and Treffers-Daller, J. (2008) Analysing lexical richness in French learner language: what frequency lists and teacher judgements can tell us about basic and advanced words. Journal of French Language Studies, 18 (3). pp. 299-313. ISSN 0959-2695 doi: https://doi.org/10.1017/S0959269508003463 (Special issue: knowledge and use of the lexicon in French as a second language) Treffers-Daller, J., Daller, M. H., Malvern, D., Richards, B., Meara, P. and Milton, J., eds. (2008) Knowledge and use of the lexicon in French as a second language. Journal of French Language Studies, 18 (3). Cambridge University Press, Cambridge, pp112. (Special issue 03) Treffers-Daller, J., Daller, H. M., Malvern, D., Richards, B., Meara, P. and Milton, J. (2008) Introduction. Journal of French Language Studies, 18 (3). pp. 269-276. ISSN 1474-0079 Curdt-Christiansen, X.-L. (2007) Exploring trilingual Chinese children’s language use. Sociolinguistic Studies, 1 (1). pp. 67-85. ISSN 1750-8649 doi: https://doi.org/10.1558/sols.v1i1.67 Daniels, H. and Porter, J. (2007) Self assessment as preparation for participation. In: Proceedings of the Symposium on Special Pedagogy: State of the Art in Practical Work, Research and Education, University of Verona. Lewis, A. and Porter, J. (2007) Research and pupil voice. In: Florian, L. (ed.) The Sage Handbook of Special Education. Sage, London U. K., pp. 222-232. Li, D. (2007) Coping with linguistic challenges in UK higher education: the use of strategies by Chinese research students. Language Learning Journal, 35 (2). pp. 205-219. ISSN 1753-2167 doi: https://doi.org/10.1080/09571730701599237 Maguire, M. and Curdt-Christiansen, X.-L. (2007) Multiple schools, languages, experiences and affiliations: ideological becomings and positionings. Heritage Language Journal, 5 (1). pp. 50-78. ISSN 1550-7076 Parsons, S., Daniels, H., Porter, J. and Robertson, C. (2007) Resources, staff beliefs and organizational culture: factors in the use of information and communication technology for adults with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 21 (1). pp. 19-33. ISSN 1468-3148 doi: https://doi.org/10.1111/j.1468-3148.2007.00361.x Powell, D., Stainthorp, R., Stuart, M., Garwood, H. and Quinlan, P. (2007) An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading. Journal of Experimental Child Psychology, 98 (1). pp. 46-68. ISSN 0022-0965 doi: https://doi.org/10.1016/j.jecp.2007.04.003 Treffers-Daller, J., Ozsoy, A. S. and van Hout, R. (2007) (In)Complete acquisition of Turkish among Turkish German bilinguals in Germany and Turkey: an analysis of complex embeddings in narratives. International Journal of Bilingual Education and Bilingualism, 10 (3). pp. 248-276. ISSN 1367-0050 doi: https://doi.org/10.2167/beb443.0 Abdelhameed, H. and Porter, J. (2006) Counting in Egyptian children with Down Syndrome. International Journal of Special Education, 21 (3). pp. 176-187. ISSN 0827-3383 Blythe, H. I., Liversedge, S. P., Joseph, H. S., White, S. J., Findlay, J. M. and Rayner, K. (2006) The binocular coordination of eye movements during reading in children and adults. Vision Research. ISSN 0042-6989 doi: https://doi.org/10.1016/j.visres.2006.06.006 Curdt-Christiansen, X.-L. (2006) Teaching and learning Chinese: heritage language classroom discourse in Montreal. Language, Culture and Curriculum, 19 (2). pp. 189-207. ISSN 1747-7573 doi: https://doi.org/10.1080/07908310608668762 Li, D. (2006) Motivation in second language acquisition in Chinese research students in the UK. Evaluation and Research in Education, 19 (1). pp. 38-58. ISSN 1747-7514 doi: https://doi.org/10.1080/09500790608668324 Parsons, S., Daniels, H., Porter, J. and Robertson, C. (2006) Organisational factors in the use and implementation of ICT in day services for adults with learning disabilities. The British Journal of Developmental Disabilities, 52 (103). pp. 121-136. ISSN 2047-3877 doi: https://doi.org/10.1179/096979506799103587 Parsons, S., Daniels, H., Porter, J. and Robertson, C. (2006) The use of ICT by adults with learning disabilities in day and residential services. British Journal of Educational Technology, 37 (1). pp. 31-44. ISSN 1467-8535 doi: https://doi.org/10.1111/j.1467-8535.2005.00516.x Porter, J., Parsons, S. and Robertson, C. (2006) Time for review: supporting the work of an advisory group. Journal of Research in Special Educational Needs, 6 (1). pp. 11-16. ISSN 1471-3802 doi: https://doi.org/10.1111/j.1471-3802.2006.00055.x Powell, D., Plaut, D. and Funnell, E. (2006) Does the PMSP connectionist model of single word reading learn to read in the same way as a child? Journal of Research in Reading, 29 (2). pp. 229-250. ISSN 0141-0423 doi: https://doi.org/10.1111/j.1467-9817.2006.00300.x Rassool, N., Edwards, V. and Bloch, C. (2006) Issues in language and development in multilingual settings: a case-study of knowledge exchange and teacher education in South Africa. International Review of Education, 52 (6). pp. 533-552. ISSN 1573-0638 doi: https://doi.org/10.1007/s11159-006-9008-x Ellins, J. and Porter, J. (2005) Departmental differences in attitudes to special educational needs in the secondary school. British Journal of Special Education, 32 (4). pp. 188-195. ISSN 1467-8578 doi: https://doi.org/10.1111/j.1467-8578.2005.00396.x Goodwyn, A. (2005) Professionalism and accountability. In: Goodwyn, A. and Branson, J. (eds.) A Handbook for The Teaching of English. London Kogan Page/Routledge. Goodwyn, A. and Branson, J. (2005) A Handbook for The Teaching of English. London: Kogan Page/Routledge, pp240. Porter, J. (2005) Awareness of number in children with severe and profound learning difficulties: three exploratory case studies. British Journal of Learning Disabilities, 33 (3). pp. 97-101. ISSN 1354-4187 doi: https://doi.org/10.1111/j.1468-3156.2005.00328.x Porter, J. (2005) Severe learning difficulties. In: Lewis, A. and Norwich, B. (eds.) Special Teaching for Special Children: A Pedagogy for Inclusion? Open University, Milton Keynes, pp. 53-66. ISBN 9780335214051 Porter, J. (2005) Special education in Japan. SLD Experience, 43. pp. 29-30. ISSN 2046-553X Porter, J. and Lacey, P. (2005) Researching learning difficulties: a guide for practitioners. Sage, London, pp189. ISBN 9780761948506 Porter, J., Aspinall, A., Parsons, S., Simmonds, L., Wood, M., Culley, G. and Holroyd, A. (2005) Time to listen. Disability & Society, 20 (5). pp. 575-585. ISSN 1360-0508 doi: https://doi.org/10.1080/09687590500156386 Taggart, G. and Ridley, K. (2005) Thinking skills in the early years: a literature review. NFER, Slough, pp73. ISBN 9781905314126 Treffers-Daller, J. (2005) Brussels French une fois: Transfer-induced innovation or system-internal development? Bilingualism: Language and Cognition, 8 (2). pp. 145-157. ISSN 1469-1841 doi: https://doi.org/10.1017/S1366728905002166 Treffers-Daller, J. (2005) Evidence for insertional codemixing: mixed compounds and French nominal groups in Brussels Dutch. International Journal of Bilingualism, 9 (3-4). pp. 477-506. ISSN 1756-6878 doi: https://doi.org/10.1177/13670069050090030901 Treffers-Daller, J. and Mougeon, R. (2005) The role of transfer in language variation and change: Evidence from contact varieties of French. Bilingualism: Language and Cognition, 8 (2). pp. 93-98. ISSN 1469-1841 doi: https://doi.org/10.1017/S1366728905002191 Goodwyn, A. (2004) A framework for English? Or a vehicle for literacy? English teaching in England in the age of the Strategy. English Teaching: Practice and Critique, 3 (3). pp. 16-28. ISSN 1175-8708 Goodwyn, A. and Stables, A. (2004) Learning to Read Critically in Language and Literacy Education. London: Sage, pp240. Lacey, P. and Porter, J. (2004) What might be the future role of special schools? Eye Contact, Spring. pp. 24-26. Lewis, A. and Porter, J. (2004) Interviewing children and young people with learning disabilities: guidelines for researchers and multi-professional practice. British Journal of Learning Disabilities, 32 (4). pp. 191-197. ISSN 1354-4187 doi: https://doi.org/10.1111/j.1468-3156.2004.00313.x Porter, J. and Lewis, A., eds. (2004) Editorial: eliciting the views of children and young people. British Journal of Learning Disabilities, 32 (4). Wiley. ISBN 1354-4187 Rassool, N. (2004) Exploring the construction of social class in educational discourse: the rational order of the nation state vs. global uncertainties. Pedagogy Culture and Society, 12 (1). pp. 121-139. ISSN 1747-5104 doi: https://doi.org/10.1080/14681360400200192 Stainthorp, R. (2004) W(h)ither phonological awareness? Literate trainee teachers’ lack of stable knowledge about the sound structure of words. Educational Psychology, 24 (6). pp. 753-766. ISSN 0144-3410 doi: https://doi.org/10.1080/0144341042000271728 Stainthorp, R. and Hughes, D. (2004) What happens to precocious readers’ performance by the age of 11 years? Journal of Research in Reading, 27 (4). pp. 357-372. ISSN 1467-9817 doi: https://doi.org/10.1111/j.1467-9817.2004.00239.x Stainthorp, R. and Hughes, D. (2004) An illustrative case study of precocious reading ability. Gifted Child Quarterly, 48 (2). pp. 107-120. ISSN 0016-9862 doi: https://doi.org/10.1177/001698620404800204 Taggart, G. (2004) Whitehead and Marcuse: teaching the “art of life". Process Papers, 8. pp. 53-67. Dee, L., Florian, L., Porter, J. and Robertson, C. (2003) O Desenvolvimento do Aconselhamento Curricular para Transições Centradas na Pessoa (Developing curriculum guidance for person-centered transitions ). In: Rodrigues, D. (ed.) Perspectivas sobre a Inclusa. Editora Porto, Porto, pp. 167-182. ISBN 9789720345141 Goodwyn, A. (2003) Literacy or English: The struggle for the professional identity of English teachers in England. In: Homer, D., Doecke, B. and Nixon, H. (eds.) English Teachers at Work: Narratives, Counter-narratives and Arguments. Australian Association for the Teaching of English /Interface. Kent Town, South Australia: Wakefield Press. Goodwyn, A. and Powell, M. (2003) Canonical texts, critical literacy and the classroom: the case of 'The Lady of Shallott'. English in Australia, 138. pp. 51-56. ISSN 0155-2147 Miller, O. and Porter, J. (2003) Multisensory environments: lessons in practice. Eye Contact, Spring (Supplement). Porter, J. (2003) Interviewing children and young people with learning disabilities. SLD Experience, Summer. ISSN 2046-553X Porter, J. (2003) Raising standards in mathematics. In: Tilstone, C. and Rose, R. (eds.) Strategies to Promote Inclusive Practice. Routledge, London, pp. 117-118. ISBN 9780415254847 Stainthorp, R. (2003) Phonology and learning to read. In: Hall, N., Larson, J. and Marsh, J. (eds.) Handbook of early childhood literacy. Sage, London, pp. 209-221. ISBN 9780761974376 Goodwyn, A. (2002) Breaking up is hard to do: English teachers and that LOVE of reading. English Teaching: Practice and Critique, 1 (1). pp. 66-78. ISSN 1175-8708 Goodwyn, A., ed. (2002) Improving Literacy at KS2 and KS3. London:Paul Chapman Publishing, pp180. Goodwyn, A. (2002) Introduction: reviewing transition and literacy. In: Goodwyn, A. (ed.) Improving Literacy at KS2 and KS3,. London:Paul Chapman Publishing,, pp. 1-21. Goodwyn, A. and Findlay, K. (2002) Literacy in transition. In: Goodwyn, A. (ed.) Improving Literacy at KS2 and KS3. London:Paul Chapman Publishing, pp. 21-44. Goodwyn, A. and Findlay, K. (2002) Secondary Schools and the national Literacy Strategy. In: Goodwyn, A. (ed.) Improving Literacy at KS2 and KS3. London:Paul Chapman Publishing, pp. 45-64. Graham, S. (2002) Experiences of learning French: a snapshot at Years 11, 12 and 13. Language Learning Journal, 25 (1). pp. 15-20. ISSN 1753-2167 doi: https://doi.org/10.1080/09571730285200051 Porter, J. and Ashdown, R. (2002) Promoting learning in pupils with complex learning difficulties: using visual access systems. NASEN, Tamworth. Rassool, N. (2002) Deconstructing 'standards' in education. British Journal of Sociology of Education, 23 (1). pp. 135-140. ISSN 0142-5692 doi: https://doi.org/10.1080/01425690120104023 Taggart, G. (2002) Mickey Mouse spirituality? Children’s worldviews and the culture industry. British Journal of Religious Education, 25 (1). pp. 60-68. ISSN 1740-7931 doi: https://doi.org/10.1080/0141620020250106 Taggart, G. (2002) Spiritual literacy and tacit knowledge. Journal of Beliefs and Values, 23 (1). pp. 7-17. ISSN 1469-9362 doi: https://doi.org/10.1080/13617670220125638 Daniels, H. and Porter, J., (2001) UNICEF project report: inclusive education and assessment practice in Armenia. Project Report. UNICEF Armenia Goodwyn, A. (2001) Cultural Rights in the Convergence. In: Durrant, C. and Beavis, C. (eds.) P[ICT] URES of English: Teachers, learners and technology. Australian Association for the Teaching of English, Kent Town: Wakefield Press, pp. 52-68. Goodwyn, A. (2001) Second tier professionals: English teachers in England. L1 - Educational Studies in Language and Literature, 1 (2). pp. 149-161. ISSN 1573-1731 doi: https://doi.org/10.1023/A:1012739412076 Goodwyn, A. (2001) Who wants to be a super teacher? The perils and pleasures of recognising expertise in English teaching. English in Australia, 129-130. pp. 39-50. ISSN 0046-208X Goodwyn, A. and Findlay, K. (2001) Media Studies and the establishment. International Journal of Media Education, 1 (1). ISSN 1475-7567 Grove, N., Bunning, K. and Porter, J. (2001) Interpreting the meaning of behavior by people with intellectual disabilities: theoretical and methodological issues. In: Columbus, F. (ed.) Advances in Psychology Research. Nova Science, New York. Porter, J. (2001) Issues in teacher training and development. In: Carpenter, B., Bovair, K. and Ashdown, R. (eds.) Enabling Access: Effective Teaching and Learning for Pupils with Learning Difficulties (2nd ed). Fulton, London, pp. 305-316. ISBN 9781853466762 Porter, J. (2001) Self assessment: encouraging pupils to reflect on their learning. SLD Experience, Spring. pp. 12-13. ISSN 2046-553X Porter, J., Ouvry, C., Morgan, M. and Downs, C. (2001) Interpreting communication of people with profound and severe learning difficulties. British Journal of Learning Disabilities, 29 (1). pp. 12-16. ISSN 1354-4187 doi: https://doi.org/10.1046/j.1468-3156.2001.00083.x Goodwyn, A., ed. (2000) English in the Digital Age. London: Continuum, pp180. Goodwyn, A. (2000) Making a point with Point Horror. The Secondary English Magazine, 2 (2). pp. 19-24. Goodwyn, A. (2000) Texting; reading and writing in the intertext. In: Goodwyn, A. (ed.) English in the Digital Age. Continuum, London, pp. 78-96. Goodwyn, A. (2000) “A bringer of new things”: an English Teacher in the computer age?,. In: Goodwyn, A. (ed.) English in the Digital Age. London: Continuum, pp. 1-21. Rassool, N. (2000) Contested and contesting identities: minority languages vs. the teaching of 'world' languages within the global cultural economy. Journal of Multilingualism and Multicultural Development, 21 (6). pp. 386-398. ISSN 1747-7557 doi: https://doi.org/10.1080/01434630008666412 Rassool, N. (2000) Foreword. In: Lest We Forget: recapturing subjugated cultural histories of Cape Town (1897-1956). University of the Western Cape, Cape Town. Rassool, N. (2000) Language maintenance as an arena of cultural and political stuggle in a changing world. In: Phillipson, R. (ed.) Rights to Language: equity, power and education. Routledge, pp. 57-61. ISBN 9780805833461 Rassool, N. and Morely, L. (2000) School effectiveness: new managerialism, quality and the Japanisation of education. Journal of Education Policy, 15 (2). pp. 169-183. ISSN 1464-5106 doi: https://doi.org/10.1080/026809300285881 Rassool, N. and Morley, L. (2000) School effectiveness and the displacement of equity discourses in education. Race, Ethnicity and Education, 3 (3). pp. 237-259. ISSN 1470-109X doi: https://doi.org/10.1080/713693043 Stainthorp, R. and Hughes, D. (2000) Family literacy activities in the homes of successful young readers. Journal of Research in Reading, 23 (1). pp. 41-54. ISSN 1467-9817 doi: https://doi.org/10.1111/1467-9817.00101 Brehony, K. J. and Rassool, N., eds. (1999) Nationalisms old and new. Explorations in Sociology. British Sociological Association Conference Volume Series , 51. Macmillan Press Ltd, Houndsmills, Basingstoke and London, pp245. ISBN 9780312220525 Brookes, W. and Goodwyn, A. (1999) What Literacy Means: An Initial Enquiry. The English and Media Magazine, 39. pp. 43-47. Goodwyn, A. and Findlay, K. (1999) The Cox Models Revisited: English Teacher’s Views of their Subject and the National Curriculum. English in Education, 33 (2). pp. 19-31. Goodwyn, A. and Findlay, K. (1999) Media Education and Mother Tongue teaching: conflict or convergence. In: Hart, A. (ed.) The Frankfurt Papers, MEC Collected research papers. The Media Education Centre, The University of Southampton, pp. 9-20. Rassool, N. (1999) Flexible identities: exploring 'race' and gender issues amongst a group of immigrant pupils in an inner-city school. British Journal of Sociology of Education, 20 (1). pp. 23-36. ISSN 0142-5692 Rassool, N. (1999) Literacy and Development in the Information Age: redefining possibilites in Sub-Saharan Africa. Social Dynamics-a Journal of the Centre for African Studies University of Cape Town, 25 (1). pp. 130-149. ISSN 0253-3952 Rassool, N. (1999) Literacy for sustainable development in the age of information. The Language and Education Library, 14. Multilingual Matters Ltd, London, pp280. ISBN 9781853594335 Rassool, N. (1999) Regulating the chaos: the irrationalities of technical control in teacher education. In: Graham, J. (ed.) Teacher Professionalism and the Challenge of Change. University of East London Studies in Education. Trentham Books, Stoke-on-Trent, pp. 79-88. ISBN 9781858562186 Rassool, N. and Morley, L. (1999) School effectiveness: fracturing the discourse. Master Classes in Education. Routledge, London and New York, pp176. ISBN 9780750708487 Stainthorp, R. and Hughes, D. (1999) Learning from children who read at an early age. Routledge, pp177. ISBN 9780415174954 Treffers-Daller, J. (1999) Borrowing and shift-induced interference: contrasting patterns in French-Germanic contact in Brussels and Strasbourg. Bilingualism: Language and Cognition, 2 (1). pp. 1-22. ISSN 1469-1841 Goodwyn, A. (1998) Adapting to the Textual landscape: Bringing Print and Visual Texts Together in the Classroom. In: Goodwyn, A. (ed.) Literary and Media Texts in Secondary English. London: Cassells, pp. 129-150. Goodwyn, A. (1998) Broadening the Literacy Horizon. In: Goodwyn, A. (ed.) Literary and Media Texts in Secondary English. London: Cassells, pp. 1-23. Goodwyn, A., ed. (1998) Literary and Media Texts in Secondary English. London: Cassells, pp180. Goodwyn, A. (1998) Literature: The writing on the wall is now on the screen. In: Kooy, M., Janssen, T. and Watson, K. (eds.) Fiction, Literature and Media: Studies in Language and Literature, International Perspectives on Mother Tongue Education. Amsterdam University Press,, pp. 39-50. Goodwyn, A. (1998) New Audience, new text. The Secondary English Magazine, 1 (2). pp. 26-28. Rassool, N. (1998) Language policies for a multicultural Britain. In: Corson, D. (ed.) The Encyclopedia of Language and Education. 1st edition. Kluwer Academic Press, Dortrecht, The Netherlands, pp. 113-126. Rassool, N. (1998) Postmodernity, Cultural Pluralism and the nation-State: problems of language rights, human rights, identity and power. Language Sciences, 20 (1). pp. 89-99. Stainthorp, R. and Hughes, D. (1998) Phonological sensitivity and reading: evidence from precocious readers. Journal of Research in Reading, 21 (1). pp. 53-68. ISSN 0141-0423 doi: https://doi.org/10.1111/1467-9817.00042 Goodwyn, A. (1997) Almost Together. The English and Media Magazine, 24. pp. 26-27. Goodwyn, A. (1997) Developing English Teachers. Buckingham: Open University Press, pp160. Goodwyn, A. (1997) Signs of Growth but not of Status: Management and Media Education. The English and Media Magazine, 37. pp. 36-39. Goodwyn, A., Adams, A. and Clarke, S. (1997) ‘The Future of Literacy’. The Journal of Information Technology in Teacher Education, 6 (3). pp. 227-239. Goodwyn, A., Adams, A. and Clarke, S. (1997) The Great God of the Future: Views of Current and Future English Teachers on the place of IT in English. English in Education, 31 (2). pp. 54-62. Rassool, N. (1997) Fractured or Flexible Identities? Life Histories of 'Black' Diasporic Women in Britain. In: Mirza, H. (ed.) British Black Feminism: A Reader. Routledge, London, pp. 187-204. Rassool, N. (1996) Nationalism, Cultural Pluralism and the Struggle for Democracy in Post-Communist Bulgaria: the role of education. Education Today, 46 (2). pp. 12-23. Goodwyn, A. (1995) Contextualising ability within the subject of English. In: Goodwyn, A. (ed.) English and Ability. London: David Fulton Publishers, pp. 1-13. Goodwyn, A. (1995) Defining High Ability in English. In: Goodwyn, A. (ed.) English and Ability. London: David Fulton Publishers, pp. 14-27. Goodwyn, A., ed. (1995) English and Ability. London: David Fulton Publishers, pp128. Rassool, N. (1995) Black Women as 'Other' within the Academy. In: Morley, L. and Walsh, V. (eds.) Feminist Academics: Creative Agents for Change. Taylor & Francis, London, pp. 22-41. Rassool, N. (1995) Theorizing Literacy, Politics and Social Process: revisiting Maktab literacy in Rian in search of a paradigm. International Journal of Educational Development, 15 (4). pp. 423-436. ISSN 0738-0593 doi: https://doi.org/10.1016/0738-0593(95)00025-X Rassool, N. (1993) Post-Fordism? Technology and new forms of control: the case of technology in the curriculum. British Journal of Sociology of Education, 14 (3). pp. 227-244. ISSN 0142-5692 Goodwyn, A. (1992) English Teaching and Media Education. Buckingham: Open University Press, pp160. Goodwyn, A. (1992) Information Technology in English in Initial Teacher Training, Project Report. Journal of Information Technology for Teacher Education, 1 (1). pp. 171-173. Goodwyn, A. (1992) Theoretical Models of English Teaching. English in Education, 26 (3). pp. 4-10. Goodwyn, A. (1991) The Employment of Drama. The Drama Magazine. Treffers-Daller, J. (1991) Towards a uniform approach to code-switching and borrowing. In: ESF Network on Codeswitching and language contact, g. (ed.) Papers for the workshop on constraints, conditions and models. European Science Foundation, Strasbourg, pp. 259-279. Williams, T. (1990) Language acquisition in autistic children: a research note. The European Journal of Psychiatry.	cc/2020-05/en_head_0037.json.gz/line48
__label__cc	0.634976	0.365024	Principal's Office Curriculum Expectations KG Curriculum Expectations Grade 1 Honeywell Instant Alert School Delays and Closures Elementary Code of Conduct Central Elementary School » Students & Parents » Principal's Office Central School is proud to be one of Glen Rock's landmarks since its opening in 1922. Today, our K-5 school provides a safe, nurturing learning environment in which our 336 students always come first. Students, teachers, parents, and the entire Glen Rock community partner together each day in their efforts toward Central's School's mission: "To develop students into leaders who have a love of learning, strive for excellence in the classroom, are guided by strong values and ethics, and seek to improve the condition of the world.” At Central School, we are dedicated to delivering instruction that is both rigorous and responsive to the developmental needs of all our students in order to fully prepare them for the challenges of the future. Our exceptional faculty of teachers is committed to providing our learners with a high-quality education through the use of the best instructional practices, engaging curriculum, and the latest educational technology. Children are taught language arts, mathematics, social studies, and science in kindergarten through fifth grade. In keeping with our belief in the education of the whole child, Central School students also receive weekly instruction in Spanish, visual arts, music, library, and physical education. We provide specialized support to our students, as necessary, through programs like Gifted and Talented, English as a Second Language, basic skills instruction, collaborative classrooms, special education classes, and speech therapy. A wide variety of extra-curricular activities enrich student life at Central School including Student Council, Early Morning Chorus, Math Club, Environmental Club, Character Education Club, and Safety Patrol. Another one of Central School’s greatest assets is the tremendous level of support provided for our students by our Home and School Association (HSA) and the extended Glen Rock community. The HSA works hard to enrich the lives of our students both in and out of the classroom through hosting events such as the STEM Fair, the Book Fair, Bingo Night, the Fun Fair, and the bi-annual Auction. Donations from the HSA have provided Central School with an upgrade to the sound and visual system in our auditorium, new risers for our choral and music concerts, laptops, and most recently a SMART TV for our media center! Finally, because of the HSA, students in all grades are able to enjoy and learn from wonderful assembly programs such as the Circus and Lead U. I am very proud to be the principal of Central School, a community that is wholeheartedly dedicated to helping every student maximize his or her potential. I am confident that as we move forward, we will continue to build on our tradition of excellence which has been fostered here for nearly a century. I invite you to explore the contents of our homepage and to feel free to contact me at any time with questions, concerns, or comments. I look forward to a terrific 2017-2018 school year! Mrs. Krista LaCroix Central School has been one of the community’s landmarks since its founding in the 1920’s. With a building addition in 2002, our K-5 school is a vibrant learning community now offering the 313 students an instructional program which strikes the balance between the very best traditional practices and cutting-edge instruction. In a partnership which benefits our students, Central’s faculty, parents, and the extended community strive together to foster a safe, nurturing learning environment where children always come first. Each day Central School strives towards its mission “to develop students into leaders who have a love of learning, strive for excellence in the classroom, are guided by strong values and ethics, and seek to improve the condition of the world.” Central School’s academic performance is very high when compared to schools across the state, outperforming 97% of schools statewide and meeting 100% of our performance targets. Central School has the honor of being recognized as a Rewards School in the State of New Jersey. At Central, we involve children in Glen Rock’s rigorous, relevant, and developmental approach to learning in order to best meet the challenges of the future. Children are taught language arts, mathematics, social studies, and science on a continuum from kindergarten through Grade 5. Central School values the education of the whole child, and students are involved in art, music, library, and physical education on a regular basis. We provide support, as necessary, through the Gifted and Talented program, speech, basic skills instruction, a special needs program, and ESL. A wide variety of extra-curricular activities enrich student life at Central School including Student Council, Math Club, Environmental Club, Character Education Club, and Safety Patrol. Our faculty distinguishes themselves by their unsurpassed professionalism and a commitment to excellent practice. In staff development, special emphasis has been placed on the areas of language arts, mathematics, character education, and technology which relate directly to school and district initiatives. At the classroom level, teachers work diligently to plan hands-on, challenging, and age-appropriate learning activities, which actively engage students. All classes in grades one through five have ceiling-mounted LCD projectors, Interwrite Boards and ELMOs and utilize this technology on a daily basis, most recently with the implementation of Rosetta Stone. One of Central’s greatest assets is the tremendous level of support provided for our students by the HSA (Home and School Association) and the extended community. The HSA generously seeks to enrich the lives of students both in and out of the classroom. The Science Fair, the Book Fair, Bingo Night, a Fun Fair and much more are all made possible by our parents. The HSA fundraising also benefits the students through donations such as upgrading the sound and visual system in out auditorium, new risers for our choral and music concerts, laptops and whiteboards. Another important role of the HSA is organizing enriching assemblies for the whole school. Last year, assemblies were held on a variety of exciting topics. Central School is a dynamic learning community. Moving forward, we will continue to build on the tradition of excellence which has been fostered at Central School for nearly a century.	cc/2020-05/en_head_0037.json.gz/line49

End of preview.